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;-NRLF 


SCHOOL-  MASTERS, 


TEACHING, 


BY     SAMUEL     R.     HALL. 


FOURTH    EDITION. 


REVISED   AND   ENLARGED. 


1 


BOSTON: 

CARTER,    HEN DEE    AND    CO 
1833, 


GIFT  OF 
Prof.    C.       .      ofoid 


W  26ft. 


Width,  26  feet 
EXPLANATIONS. 


W 


A.  A.  A.  Entry  7  feet  wide. — a.  Outer  door. — S.  S.  S>  Seat  on  the 
outside  15  inches  wide. — D.  D.  D.  Desks  having  a  passage  at  the  end  of 
every  second  one,  for  the  scholars  to  pass  to  their  seats.  These  passages 
are  designed  to  be  only  12  inches  wide.  The  desks  are  20  inches  wide,  in- 
cluding a  horizontal  plane  6  inches  wide  at  the  top.  They  are  placed  one 
inch  from  the  seats. — L  L  L  Aisles  18  inches  wide.— s.  8.  8.  Seats  for 
two  scholars  each,  with  a  narrow  passage  to  go  to  the  desks.  The  seat* 
are  14  inches  wide  and  the  backs  incline  2  inches. — d.  d.  d.  Desks.  These 
are  2  inchces  lower  than  the  other  desks. — C.  C.  C.  Children's  seats,  13 
inches  wide,  designed  for  those  who  are  too  young  to  write. — 2  2.  Two 
steps  to  go  up  to  the  Master's  Desk. — M.  Master's  Desk  elevated  22 
inches  above  the  floor. —  W.  W.  W.  Windows. — B.'B.  Space  seven 
feet  wide.  It  increases  the  ease  of  sitting,  to  have  the  forward  edge  of 
the  seat  one  iuch  higher  than  the  back  side. 


LECTURES 


SCHOOL-MASTERS, 


TEACHING. 


BY.  SAMUEL  R.  HALL. 


JfourtJ)  3Ettftfon* 


REVISED    AND   ENLARGED* 


BOSTON: 

PUBLISHED    BY    CARTER,  HENDEE  &   Co< 

At  Faust  Statute,  131,  Washington-Street. 

1833. 


Entered  according   to   Act  of  Congress  in  the  year  1833. 

By  CARTER,  HENDEE  &  Co. 
in  the  Clerks's  office  of  the  District  Court  of  Massachusetts. 


B.    B.    MUSSEY,   PRINTER, 

29,  Cornh ill,  Boston. 


a 


PREFACE. 


OF  nothing  are  the  people  of  the  United  States  more  disposed 
to  boast,  than  of  the  free  government,  free  institutions  and  free 
schools,  which  they  have  established.  By  the  latter,  in  many  of 
the  states  it  is  designed  to  place  within  the  reach  of  every  child, 
the  means  of  acquiring  an  education,  sufficient  to  prepare  him 
for  the  duties  and  responsibilities  of  a  citizen.  In  a  large  num- 
ber of  the  states,  the  establishment  and  support  of  free  schools, 
have  been  a  prominent  object  with  the  Legislatures.  In  some, 
the  system  adopted  is,  perhaps,  better  than  in  any  other  part  of 
tne  world. 

But  there  is  still  a  very  general  opinion,  that  the  amount  of 
benefit  desirable,  is  not  obtained  from  these  primary  fountains 
of  knowledge.  Many  plans  have  been  formed  to  increase  their 
usefulness.  Some  of  these  have  been  put  in  operation,  and 
others  have  ended  in  theory. 

It  is  the  ardent  wish  of  every  patriot,  philanthropist  and 
Christian,  that '  the  strong  desire  manifested  to  render  this  moral 
engine  of  social  happiness  and  political  security,  as  extensive, 
as  complete  and  efficacious,  as  the  vast  resources  of  our  intelli- 
gence and  wealth  will  permit,'  may  not  cease,  till  something  ef- 
fectual shall  be  accomplished.  No  subject  has  stronger  claims 
upon  us,  *  for  on  the  correct  and  early  education  of  youth,  de- 
pend the  ultimate  success  of  every  rational  enterprise  for  the 
intellectual  and  moral  improvement  of  man.' 

In  order  to  raise  common  schools  to  that  standard  of  excel- 
lence which  it  is  desirable  they  should  attain  :  their  defects,  in 
plan  and  execution,  must  be  carefully  sought  out.  Nothing  ef- 
fectual can  be  done  till  these  defects  and  their  causes,  are  clear- 
ly ascertained.  The  remedies  may  then  be  proposed,  applied 
and  tested. 

There  is  a  very  general f  belief,  that  one  of  the  most  common 
defects  is  the  improper  character  and  superficial  qualifications 
of  teachers.  It  is  well  known,  that  many  who  are  employed  to 

Mil 1481 


VI  PREFACE. 

teach  our  primary  schools,  are  deficient  in  almost  every  neces- 
sary qualification.  While  this  defect  is  so  prominent,  all  the  ef- 
forts to  increase  the  usefulness  of  schools,  can  be  attended  with 
only  partial  success.  But  let  the  character  of  teachers  be  im- 
proved, and  improvement  in  the  schools  will  follow  of  course.  To 
accomplish  this  object,  it  is  desirable  that  institutions  should  be 
established  for  educating  teachers,  where  they  should  be  taught 
not  only  the  necessary  branches  of  literature,  but,  be  made  ac- 
quainted with  the  science  of  teaching,  and  the  mode  of  govern- 
ing a  school  with  success.  The  general  management  of  a 
school  should  be  a  subject  of  much  study,  before  any  one  en- 
gages in  the  employment  of  teaching. 

However  important  such  institutions  are  to  the  success  of 
common  schools,  as  yet,  very  few  of  them  exist.  This  has  led 
to  the  inquiry  whether  a  publication  of  a  very  practical  character, 
containing  such  directions  to  instructors,  as  may  be  easily  un- 
derstood and  applied,  would  not  be  of  essential  service.  This 
inquiry  has  led  to  the  publication  of  the  following  treatise. 

The  substance  of  these  Lectures,  has  been  given  at  various 
times,  to  classes  of  young  men,  who  were  qualifying  themselves 
to  become  teachers,  in  the  Institution  of  which  the  Author  had 
charge.  He  has  selected  such  subjects  of  remark,  as  have  ap- 
peared to  him  the  most  important,  and  has  endeavored  to  give 
all  the  directions  as  much  of  a  practical  character,  as  possible. 

The  object,  in  lecturing  and  writing,  has  been  to  present  the 
nature  of  their  employment,  to  those  who  are  preparing  them- 
selves to  instruct ;  and  to  impress  them  with  the  importance  of 
being  properly  qualified,  to  discharge  their  duties  and  faithful  in 
their  employment,  as  well  as  to  give  such  directions  for  govern- 
ing and  teaching  as  might  be  useful  to  them. 

The  Author  does  not  expect  that  all  will  correspond  with  him, 
in  the  views  he  has  taken  of  various  subjects,  nor,  does  he  dare 
to  believe  that  all  his  directions  are  the  best  that  could  be  given. 
But,  they  are  the  best  that  he  could  give.  And  he  does  firmly 
believe,  that  by  attentively  folio  wing 'them,  teachers  will  be  able 
to  accomplish  much  more  than  has  been  usual,  in  training  child- 
ren and  youth  to  habits  of  application,  and  in  assisting  them  to 
gain  necessary  knowledge. 

The  work  is  designed  not  only  to  be  studied  by  those  at 
Academies,  who  are  preparing  for  the  employment  of  teaching, 
but  to  be  carried  by  the  master  into  his  school,  and  to  be  a  di- 
rectory in  the  performance  of  his  daily  labor. 

The  Author  solicits  the  candid  remarks  of  such  as  have  had 
extensive  acquaintance  with  the  business  of  teaching,  and  hopes 
thereby  to  improve  the  character  of  the  work  in  a  subsequent 
edition.  He  contemplates  the  work  as  an  experiment,  and  as 
he  has  had  no  track  to  guide  him,  and  only  his  own  judgment  and 


PREFACE.  Vll 

experience  to  depend  on,  he  is  solicitous  for  the  result.  Be  that 
what  it  may,  he  will  have  the  pleasure  of  reflecting,  that  he  had 
a  sincere  desire  to  see  the  character  of  teachers  improved,  and  a 
more  practical  method  of  teaching  adopted.  If  he  has  failed  of 
furnishing  such  a  work  as  is  needed,  it  is  owing  to  want  of  ca- 
pacity— not  to  want  of  a  desire  to  benefit  the  rising  generation, 
and  through  them,  to  be  useful  to  his  country. 
Boston,  August,  1829. 


ADVERTISEMENT. 


THE  questions  in  italics  are  designed  to  call  the  attention  of 
those,  who  are  qualifying  themselves  to  become  teachers,  to  a 
practical  application  of  the  directions  given  in  the  body  of  the 
work.  They  must  of  course  form  the  answers  according  to 
their  own  judgment.  Answers  to  many  of  the  questions  will 
be  better  given  in  the  scholar's  own  words,  than  by  committing 
to  memory  the  sentence  or  sentences,  to  which  the  question  re- 
fers. The  questions  are  made  very  general,  in  order  that  they 
may  not  be  too  much  depended  upon.  The  intelligent  instruct* 
er,  who  employs  them  will  not  be  confined  to  them,  but  will  ask 
many  others. 

It  may  be  useful  for  such  as  are  employed  in  teaching,  to  have 
occasional  meetings,  and  question  each  other  on  a  given  portion 
of  the  book.  Those  in  the  same  town,  may  conveniently  meet 
for  this  purpose.  By  such  meetings  they  will  be  able  to  make 
each  other  acquainted  with  the  results  of  their  experience  and 
efforts,  and  mutually  benefit  each  other. 


NOTE  TO  THE  FOURTH  EDITION  . 


IT  is  a  high  source  of  gratification  to  the  Author  to  acknowledge  the 
kindness  with  which  many  teachers  in  every  part  of  the  United  States  and 
Canada,  have  regarded  this  little  Work,  "the  confidence  in  its  usefulness, 
,  which  he  is  justified  in  feeling,  has  been  augmented  by  the  decision  of  the 
Legislature  of  New  York,  to  furnish  it  to  every  district  in  that  State,  for 
which  purpose  ten  thousand  copies  have  been  required. 

The  work  has  been  carefully  revised,  and  a  Lecture  on  the  Com- 
mencement of  a  School,  added.  Also,  An  Abstract  of  a  Lecture  on 
the  duties  of  School  Committees  and  Superintendents,  delivered  before  the 
American  Institute  of  Instructors,  at  Boston,  August  1832,  by  the  Hon. 
WILLIAM  B.  CALHOUN.  For  this  valuable  article  I  am  indebted  to  the 
kindness  of  the  Author.  s.  R.  H. 

SEMINARY  FOR  TEACHERS. 

Andover,  August,  1833. 


CONTENTS. 


LECTURE  I. 

PAGE. 

Indifference  to  the  importance,  character  and  usefulness 

of  common  schools — its  origin  and  influence.  L3 

LECTURE  II. 

Obstacles  to  the  usefulness  of  common  schools.  20 

LECTURE  III. 
Requisite  qualifications  of  teachers.  31 

LECTURE  IV. 
Practical  direction  to  teachers.  42 

1.  The  importance  of  studying  the  art  of  teaching — 

means  of  information. 

2.  Responsibility  of  the  teacher — importance  of  realiz- 

ing and  understanding  it. 

LECTURE  V. 
Practical  directions  continued.  5 1 

1.  Importance  of  gaming  the  confidence  of  the  school — 

means  to  be  employed. 

2.  The  instructor  should  be  willing  to  spend  all  his  time, 

when  it  can  be  rendered  beneficial  to  the  school — an 
indolent  teacher,  a  great  evil. 


CONTENTS.  XI 

PAGE. 
LECTURE  VL 

Practical  directions  continued.  58 

Government  of  a  school. 

1.  Prerequisites  in  order  to  govern. 

2.  Manner  of  treating  scholars — uniformity  in  govern* 

ment — firmness  s. 

LECTURE  VII. 
Practical  directions  continued*  68 

Government,  continued — partiality — regard  to  the  future 
as  well  as  the  present  welfare  of  the  scholars — mode 
of  intercourse  between  teacher  and  scholars — punish- 
ments— rewards. 

LECTURE  VIIL 

Practical  directions  continued.  75 

1.  General  management  of  a  school, 

2.  Direction  of  studies. 

LECTURE  IX. 
Practical  directions  continued.  80 

Mode  of  teaching — manner  of  illustrating  subjects* 

1.  Spelling. 

2.  Reading. 

LECTURE  X. 
Practical  directions  continued.  £9 

Mode  of  teaching  continued* 

1.  Arithmetic* 

2.  Geography. 

3.  English  Grammar. 

4.  Writing. 

5.  History. 


Xli  CONTENTS. 

PAGE. 
LECTURE  XL 

Practical  directions  continued.  102 

Mode  of  teaching  continued. 

1.  Composition. 

2.  General  subjects,  not  particularly  studied. 

3.  Importance  of  improving1  opportunities  when  deep  im- 

pressions are  made  on  the  minds  of  the  school. 

LECTURE  XII. 

Practical  directions  continued.  110 

Means  of  exciting  the  attention  of  scholars*- 

1.  Such  as  are  to  be  avoided. 

2.  Such  as  are  safely  used. 

LECTURE  XIII. 

On  the  importance  of  establishing  a  Lyceum  among  the 
members  of  a  school. 

LECTURE  XIV. 
On  the  location  and  construction  of  school  houses.  127 

LECTURE  XV. 
Manner  of  commencing  a  school — or  first  day's  work.  138 


LECTURE    I. 


YOUNG  GENTLEMEN, 

I  am  induced  by  various  considerations  to  address  to 
you  the  following  course  of  Lectures.  You  expect  soon 
to  assume  the  responsibilities,  and  care  of  the  schools  in 
which  your  services  may  be  needed.  It  is,  therefore, 
highly  important,  that  a  portion  of  your  time  now  should 
be  devoted  to  the  subject,  which  is  about  to  occupy  your 
whole,  attention.  Indeed,  all  the  progress  you  may  be 
able  to  make  in  science  will  not  be  a  sufficient  prepara- 
tion for  the  work  before  you.  Without  some  knowledge 
of  the  nature  of  your  business,  bow  can  you  be  qualified 
to  engage  in  it  1  Without  having  made  the  '  science  of 
teaching'  a  study,  how  can  you  be  better  prepared  for 
success  in  it,  than  the  physician  or  lawyer  are  without 
appropriate  study  ?  It  is  true,  that  many  have  engaged 
in  teaching  school,  without  having  gained  any  knowledge 
of  the  nature  of  their  work,  except  what  they  had  acquir- 
ed in  the  schools,  which  they  attended  while  children. 
But  if  others  have  pursued  a  course  inconsistent  and 
unreasonable,  this  is  no  reason  why  you  should  follow 
their  example,  and  thus  render  your  labours  useless  or 
even  injurious,  to  the  children  placed  under  your  care. 
A  moment's  attention  to  the  subject,  is,  it  would  seem  to 
me,  sufficient  to  show  you  that  no  one  ought  to  assume 
the  office  of  a  teacher,  without  having  endeavored  first 
to  obtain  some  correct  views  of  its  duties, — of  the  obsta- 
cles in  his  way — the  manner  in  which  they  may  be  over- 
come— the  labour  he  is  to  perform — and  the  most  probable 
means  of  benefiting,  in  the  highest  degree,  his  youthful 
charge. 

I  engage  in  the  labor  before  me,  with  interest,  as  in- 
volving that  which  is  highly  necessary  to  you,  and  im- 
portant to  the  community  through  which  you  will  shortly 
be  dispersed. 


14  uErn/REs  TO 

}}(  f<,iY  ;>ro.  c  eiiing  to  tre  subject  more  particularly 
l»Hore  u>.  it  \\ili  be  aQge^atyJfor  me  to  call  your  atten- 
tion to  some  circumstances,  in  the  existing  state  of  our 
schools,  which  have  an  important  bearing  on  their  char- 
acter and  success. 

There  is  generally  no  want  of  conviction,  that  educa- 
tion is  important.  Very  few  are  found,  even  among  the 
ignorant,  who  are  slow  to  acknowledge,  that  learning  is 
necessary  both  to  enjoyment  and  usefulness.  Among 
the  well  educated,  no  remark  is  more  frequently  heard, 
than  that  a  good  education  is  necessary  for  every  citizen, 
in  a  land  of  civil  arid  religious  freedom.  But  it  is  equal- 
ly obvious  to  rue,  that  while  the  importance  of  education 
is  generally  acknowledged,  the  immense  value  of  common 
schools  is  not  realized.  When  it  is  recollected,  that  from 
these  minor  fountains  of  knowledge,  and  from  these  on- 
ly, the  great  mass  of  the  community  receive  all  their 
instruction,  the  marked  indifference  to  their  character 
and  usefulness  which  so  often  appears,  is  truly  astonish- 
ing. '  Most  of  bur  legislators,  our  judges  and  governors 
have  commenced  their  preparation  for  the  high  stations 
they  have  filled  in  society,  by  drinking  at  these  simple 
springs  of  knowledge.  We  see  the  magic  influence  of 
our  schools  in  the  habits,  industry,  sobriety  and  order 
which  prevail  in  the  community  ;  in  the  cheerful  obe- 
dience yielded  to  the  laws,  and  in  the  acts  of  charity  and 
benevolence,  which  are  every  day  multiplied  around  us. 
Rarely  have  we  seen  a  native  of  our  state,  paying  his 
life  to  her  violated  laws,'*  if  his  early  years  were  spent 
in  her  schools.  These  are  facts  known  and  generally 
acknowledged.  But  still,  with  many,  there  is  a  criminal 
indifference  to  the  character  and  usefulness  of  common 
schools. 

This  is  not  an  indifference  which  the  stranger  would 
so  readily  discern  ;  for  much  is  said  in  public  bodies  of 
their  importance,  and  much  interest  is  felt  by  learned 
men  in  the  cause  of  popular  education.  But  still,  there 
i»  a  degree  of  indifference  not  hard  to  detect,  exhibited 
in  various  ways — one  of  which  is,  inattention  to  school 

*  Burnsidc's  Address,  at  Worcester,  Massachusetts. 


SCHOOL-MASTERS.  15 

meetings,  at  which  arrangements  are  made  for  the  schools 
of  the  year.  When  such  a  meeting  is  notified,  but  very 
few  attend.  From  one  tenth  to  one  half  of  the  voters 
may  be  present.  Almost  any  article  of  business  is  suffi- 
cient to  prevent  a  voter  from  attending.  When  the 
meeting  is  organized,  some  arrangements  are  made  in 
relation  to  the  board  of  the  teacher  and  fuel  for  the 
school ;  and  a  committee  is  appointed  to  provide  a  mas- 
ter. This  committee  is  often  directed  by  a  vote,  not  to 
employ  an  instructer  above  a  certain  price,  which  is  fre- 
quently very  inadequate  as  a  compensation  to  a  teacher 
of  real  value.  The  instructer  is  engaged  with  a  refer- 
ence to  cheapness,  or  he  is  selected  on  account  of  rela- 
tionship, or  something  equally  unconnected  with  his 
character  for  morality,  learning  or  ability  to  teach.  The 
school  commences,  and  parents  seem  to  feel  quite  satis- 
fied without  further  effort,  or  even  inquiry,  unless  it  be 
to  know  whether  their  children  are  severely  punished. 
The  business  of  the  shop  or  the  farm,  claims  as  usual, 
the  chief  attention  ;  and  the  question,  whether  their 
children  are  making  all  the  progress  they  ought,  is  very 
seldom  asked.  Little  is  known  of  the  character  of  the 
school,  beyond  the  report  of  the  children  themselves,  or 
perhaps  the  remarks  of  the  visiting  committee. 

I  am  happy  to  say  that  there  are  many  exceptions  to 
the  above  remarks  ;  but  I  am  constrained  to  believe, 
from  actual  observation,  in  the  Eastern  and  some  of  the 
Middle  States,  that  the  exceptions  are  not  sufficient  to 
make  this  picture  fake.  Whole  towns  may  be  found 
where  an  interest  has  been  excited  on  the  subject  of 
schools,  commensurate  with  their  importance.  I  am 
happy  to  believe  that  this  is  true  of  the  city  of  Boston. 
Some  others  have  set  a  good  example.  But  these  are 
not  a  majority  ;  alas,  only  a  small  minority. 

The  indifference  complained  of,  and  which  is  so  per- 
ceptible after  all  that  legislatures  have  done,  is  yet  great ; 
and  requires  only  to  be  mentioned,  to  be  condemned  by 
the  reflecting  and  judicious.  It  may  have  its  origin  in 
habit,  in  ignorance,  or  in  want  of  reflection. 

2.  A  part  of  this  indifference  is  owing  to  habit.  The 
parent  who  never  visits  the  school  which  his  children 


16  LECTURES    TO 

attend,  will  perhaps  hardly  give  as  a  reason,  that  he 
never  saw  his  father  within  the  walls  of  a  school  room, 
though  it  is  very  possible  that  this  may  be  a  chief  cause. 
If  interrogated  on  the  subject,  he  will  probably  say  he 
wants  time,  or  does  not  feel  competent  to  judge  of  the 
character  of  the  school,  &c.  The  fact,  however,  may 
be,  that  he  has,  from  his  very  youth  formed  a  habit  of 
considering  the  school  a  subject  of  far  less  consequence 
than  it  is.  He  has  imperceptibly  imbibed  the  sentiments 
of  his  own  parents,  and  as  they  appeared  but  little  inter- 
ested in  the  character  of  the  schools  which  they  main- 
tained, so  the  habit  has  come  down  to  him.  It  may  also 
have  been  induced  from  others.  We  are  strongly  inclin- 
ed to  go  with  the  multitude  whether  right  or  wrong. 
When  the  greater  part  of  parents  are  indifferent  to  the 
character  of  the  school,  this  feeling  is  very  naturally 
extended  to  those  who  at  first  might  have  felt  some  so- 
licitude on  the  subject.  Thus  habits  of  indifference  have 
extended  from  family  to  family,  from  neighborhood  to 
neighborhood  and  from  district  to  district.  The,  effect 
becomes  permanent,  and  year  after  year  increases  or 
continues  it. 

But  other  circumstances  have  an  influence  in  produc- 
ing this  criminal  indifference.  It  is  very  apparent  that 
the  value  of  primary  schools  is  not  duly  considered.  A 
large  proportion  of  parents  very  seldem  sit  down  to  re- 
flect on  the  influence,  which  their  own  actions  will  have 
on  the  general  happiness  of  the  country,  or  that  to  be 
exerted  by  themselves  on  the  character,  usefulness  and 
enjoyment  of  their  children.  Few  realize  as  they  ought, 
that  their  indifference  to  these  subjects  is  a  sin  a«ra'msi 
their  country's  welfare,  their  own,  and  that  of  their  i 
ilies.  They  see  not  the  connection  between  the  insrihs- 
tions  in  which  the  character  of  their  children  is  moulded, 
and  the  future  welfare  of  their  offspring.  There  an- 
men,  who  would  consider  themselves  deeply  insulted,  if 
accused  of  wanting  patriotism  ;  men,  who  at  the  !• 
eiirroachment  of  a  foreign  foe,  would  seize  the  sword 
and  '  shoulder  to  shoulder*  rush  impetuously  on  the 
sailant, — men,  who  would  not  turn  away  from  the  field 
of  battle,  while  they  hud  blood  to  shed  arid  an  enemy  to 


SCHOOL-MASTERS.  17 

face, — but  who  still  are  suffering  an  enemy  to  make  fear- 
ful inroads  on  the  happiness  and  safety  of  the  republic  ; — 
an  enemy  more  dangerous  than  a  Cataline,  a  Burr,  or  a 
Bonaparte.  Inattention  to  the  means  of  extending 
knowledge  through  the  land,  is  undermining  the  beauti- 
ful pillars  of  our  republican  government.  But  we  have 
reason  to  believe  numbers  never  think  of  this.  Reflec- 
tion is  wanting  ;  hence  they  do  not  discover  the  effect, 
which  their  indifference  to  these  subjects  may  produce 
on  the  welfare  of  the  country.  It  should  be  known  by  all, 
that  the  best  institutions  of  our  country  can  be  perpet- 
uated no  longer  than  intelligence  arid  virtue  continue 
among  the  common  people.  We  may  as  well  expect 
liberty  in  Turkey,  as  in  these  United  States,  when  the 
common  people  cease  to  be  enlightened.  We  may  as 
well  expect  virtue  in  a  band  of  robbers,  as  among  our 
citizens,  when  the  common  people  are  vicious. 

If,  4  to  send  an  uneducated  child  into  the  world  is  like 
turning  a  mad  dog  into  the  street,'*  all  are  under  obli- 
gation to  regard  with  high  interest,  those  institutions 
which  furnish  the  means  of  mental  culture  to  the  great 
mass  of  the  people.  That  parent,  who  is  indifferent  to 
the  intellectual  aliment  of  his  children,  is  certainly  as 
guilty,  as  he,  who,  through  an  unnatural  indifference, 
should  suffer  his  offspring  to  feed  on  poisonous  food,  or 
should  disregard  the"  calls  of  nature,  and  make  no  pro- 
vision for  them  in  meat  and  drink.  He  disregards  his 
own  happiness  as  well  as  that  of  his  children.  What 
comfort  can  he  expect  to  take  in  them  in  age,  if  he  ne- 
glect to  lay  the  foundation  of  their  usefulness  while  they 
are  under  his  control  ?  Parents  can  rationally  expect 
but  little  from  children  of  riper  years,  if  they  have  ne- 
glected to  furnish  them  when  young,  with  such  knowledge 
as  would  direct  them  in  the  path  of  virtue  and  filial  duty. 
I  see  no  object  more  revolting  to  me,  than  an  undutiful 
and  unkind  son.  I  see  no  distress  more  acute,  than  that 
of  a  parent,  whose  child  is  brought  into  shame  and  dis- 
grace. Parents  who  are  indifferent  to  the  character  of 
the  schools  which  their  children  attend,  do  not  reflect 

*  Parkhurst'g  Moral  Philosophy, 

2* 


18  LECTURES    TO 

Ikow  severe  the  consequences  may  be  to  their  own  hap- 
piness. How  pungent  have  been  the  feelings  of  a  lather 
or  mother,  when  attending  the  trial  of  a  son,  indicted 
for  some  high  crime,  who  after  conviction,  has  upbraided 
them  as  the  cause  of  his  ruin,  by  having  been  negligent 
of  his  education  ! 

It  is  unquestionably  the  duty  of  every  one,  to  promote 
as  far  as  may  be  the  happiness  of  those  around  him. 
But  those  who  disregard  the  character  and  usefulness  of 
primary  schools,  are  neglecting  to  secure  the  happh; 
of  the  neighborhood.  Slander  is  often  owing  to  the 
want  of  mental  culture,  and  hardly  tiny  thing  produces 
greater  misery,  where  it  extensively  prevails.  Insubor- 
dination and  a  disregard  to  every  law  and  to  the  neces- 
sary regulations  of  society,  is  always  the  result  of  ignor- 
ance and  vice.  By  these,  the  peace  of  society  is  disturb- 
ed and  its  quiet  broken  up.  The  effect  is  not  less 
unfavourable  to  domestic  peace — for  he  who  enters  the 
family  state  uncultivated,  ungoverned,  and  unqualified 
for  its  duties,  will  make  others  unhappy  as  well  as  him- 
self. 

Want  of  reflection  on  these  subjects,  certainly  occa- 
sions some,  but  not  all,  of  the  indifference  exhibited  with 
regard  to  schools.  A  want  of  natural  affection  has  its 
share  of  influence.  There  are  parents,  so  greedy  of 
gain,  that  this  becomes  the  all  absorbing  object,  and  when 
the  child  is  found  to  afford  the  least  aid  in  accomplishing 
this  object,  to  this  sendee  he  is  dedicated,  and  very  little 
time  is  allowed  for  any  other  purpose.  In  such  a  man's 
estimation,  to  clothe  and  feed  his  children  seems  to  be 
the  whole  of  the  parent's  duty,  and  when  that  duty  is 
performed,  he  rests  contented,  as  to  them  ;  but  seems  to 
consider  it  a  duty  to  himself  to  obtain  as  much  benefit  as 
is  possible-  from  their  earnings  before  manhood.  I  am 
happy  to  believe  that  the  remarks  here  made  are  not 
applicable  in  their  full  extent,  to  a  majority  of  parents. 
But  I  am  forced  to  believe,  that  with  many,  there  is  ;i 
\vant  of  proper  love  to  their  children,  which  shows  n 
by  the  entire  unwillingness  manifested  to  give  the  time, 
furnish  the  books,  or  provide  the  instruction  needed. 
Can  that  parent  be  said  to  /arc  his  child  who  seerns 


SCHOOL-MASTERS.  19 

to  have  little  thought  about  his  future   character  or  use- 
fulness ? 

Many,  it  is  to  be  feared,  have  no  proper  sense  of  the 
moral  obligation  resting  upon  them,  in  relation  to  teach- 
ing their  children  those  things  which  are  most  important 
for  them  to  know.  If  we  are  to  judge  from  the  conduct 
of  many,  we  shall  be  led  to  conclude  they  have  never 
seen  that  requisition  in  the  word  of  God,  '  Train  up  a 
child  in  the  way  he  should  go  ;'  and  that  the  apostolic 
injunction,  'Bring  up  your  children  in  the  nurture  and 
admonition  of  the  Lord,'  has  never  fallen  upon  their 
ears.  Will  not  facts  and  common  observation  justify  me 
in  saying,  that  multitudes  of  parents  seem  to  realize  very 
little  of  the  moral  obligation  that  rests  upon  them,  or, 
of  their  accountability  to  God  !  The  fact  that  they  must 
soon  meet  the  children,  God  has  committed  to  them,  at 
the  bar  of  Infinite  Justice,  and  render  a  full  and  impar- 
tial account  to  Him  for  the  manner  of  treating  them 
while  under  their  care,  is  not  so  often  considered  as  its 
solemnity  requires.  The  intimate  connexion  also  be- 
tween the  character  of  paternal  intercourse  and  the  hap- 
piness or  misery  of  the  child,  is  as  little  considered. 
That  man  who  regards  it  as  a  matter  of  indifference, 
whether  or  not  his  children  can  read  the  sacred  Scrip- 
tures understandingly,  whether  they  form  their  moral 
taste  from  the  writings  of  inspired  men,  or  heathen  phi- 
losophers, must  be  considered  as  not  realizing  his  own 
moral  accountability.  When  a  man  appears  to  have 
very  little  concern  whether  his  children  form  such  habits 
of  mental  discipline,  as  will  enable  them  to  investigate 
the  evidence  of  those  things,  which  have  the  most  im- 
portant bearing  upon  their  present  and  future  welfare,  it 
cannot  be  that  he  has  a  proper  sense  of  his  moral  obliga- 
tion or  accountability. 

To  some  or  all  of  the  above  causes,  is  to  be  attributed 
a  large  part  of  the  manifest  public  indifference  to  the 
character  and  usefulness  of  common  schools.  There  are 
however,  others  which  have  a  share  of  influence,  but 
which  will  be  more  properly  embraced  in  the  subjects  of 
the  next  Lecture.  When  so  many  circumstances  com- 
bine to  produce  indifference  to  the  subject,  it  is-  not  strange 


20  LECTVRES    TO 

that  a  great  part  of  the  benefit,  that  might  be  derived 
from  schools,  is  lost  to  the  community.  In  order  to  point 
out  a  remedy,  the  nature  of  the  disease  should  bj  fully 
known.  However  malignant  it  may  be,  it  cannot  be 
presumed  to  be  without  remedy,  till  antidotes  have  been 
faithfully  employed.  That  there  is  a  remedy,  lias,  1 
conceive,  been  fully  proved,  by  the  fact  in  some  places, 
where  the  school  once  seemed  to  be  a  nuisance  rather 
than  a  blessing — where  many  within  sight  of  the  school 
room  were  growing  up  in  utter  ignorance,  and  in  habits 
of  insubordination  and  crime  ;  such  a  change  has  been 
effected  as  to  put  a  new  face  on  almost  every  tiling  con- 
nected with  education.  Disorder  has  given  place  to 
decorum  ;  idleness  to  industry  ;  and  misimprovement  of 
time  has  been  succeeded  by  a  faithful  application  to 
books,  and  to  the  means  of  intellectual  culture.  Similar 
results  may  be  obtained  in  other  places. 


LECTURE    II. 


I  HAVE  in  a  preceding  lecture  adverted  to  the  fact, 
that  there  is  an  error  on  the  part  of  many  parents,  in 
considering  the  value  and  importance  of  primary  schools. 
This  is  owing  to  various  causes,  and  has  the  effect  to 
render  schools  far  less  ^useful  than  they  otherwise  might 
be.  In  connexion  with  the  former  remarks,  I  shall  now 
advert  to  several  other  causes,  which  have  had  an  influ- 
ence to  prevent  the  usefulness  of  our  schools. 

1.  There  is  a  backwardness  on  the  part  of  many  pa- 
rents to  furnish  the  necessary  apparatus.*  It  is  not 
known  or  not  realized,  that  a  few  dollars  expended  in 
obtaining  seme  very  cheap  apparatus,  would  probably 
add  very  greatly  to  the  usefulness  of  the  institutions,  at 
whicli  their  children  are  placed,  to  obtain  the  first  rudi- 

*  See  Lee.  xvi. 


SCHOOL-MASTERS.  21 

ments  of  knowledge.  Hence  the  house  is  left  empty — 
there  are  no  globes  or  maps,  nor  any  other  means  for 
illustrating  those  common  things,  which  every  child 
should  be  made  fully  to  comprehend.  Curiosity  is  not 
excited,  and  there  is  but  a  dull  and  formal  round  of 
labor,  in  which  young  and  volatile  minds  appear  to  feel 
but  very  little  interest.  I  am  led  to  believe  that  a  fe\y 
dollars  applied  yearly  in  supplying  a  general  apparatus 
for  the  use  of  all  the  scholars,  would  frequently  do  more 
to  increase  the  usefulness  of  a  district  school,  than  five 
times  the  amount  expended  in  lengthening  the  school 
without  it.  While  with  some  parents  there  is  a  continual 
thirst  for  innovation,  with  many,  there  is  a  fixed  aversion 
to  change.  '  There  was  no  such  thing  when  I  was  young 
— no  such  thing  when  I  attended  school,  therefore  it  is 
not  necessary  now.'  Such  is  the  thought,  and  sometimes 
the  language  of  parents,  when  the  necessity  of  furnish- 
ing means  for  the  benefit  of  schools  is  urged  upon  them. 
The  books,  to  be  used  by  the  scholars  themselves  in  pur- 
suing their  studies,  are  frequently  inadequate.  Whatever 
may  be  their  character,  if  they  are  possessed,  they 
must  be  used.  In  the  estimation  of  many,  it  is  an  object 
of  greater  consequence  to  save  a  dollar,  than  to  facilitate 
in  an  important  degree,  the  progress  of  children  t  in 
knowledge.  Thus,  there  is  often  important  loss  both  to 
parents  and  children.  If  the  child  might  make  double 
the  progress  in  the  same  time,  there  is  a  loss  of  half  his 
time,  his  board,  his  tuition  and  the  wear  of  his  apparel ; 
all  of  which  might  be  saved  to  the  parent,  and  the  child 
be  as  well  instructed,  if  there  were  a  due  attention  to  fur- 
nishing things  necessary  for  him  in  the  school.  This,  in 
a  series  of  years,  would  amount  to  no  inconsiderable 
sum.  The  direct  effect  is  to  retard  the  progress  and 
prevent  the  usefulness  of  the  school  ;  the  indirect  effect 
to  injure  both  child  and  parent. 

The  evil  now  under  consideration  proceeds  sometimes 
from  ignorance  and  sometimes  from  parsimony.  There 
are  not  a  few  ignorant  of  this  subject,  who,  were  they 
made  fully  acquainted  with  it,  would  at  once  be  engaged 
to  make  the  necessary  provisions  for  the  usefulness  of 
their  school.  They  read  no  works  on  education — they 


•2'2  LECTURES    TO 

date  very  little  with  men  of  scienee.  and  especially 
with  those  who  arc  taking  a  deep  interest  in  making  pro- 
vision  for  the  improvement  of  youth.  So  complete 
lias  this  ignorance  appeiired  in  some  instances,  where 
1  have  had  personal  acquaintance,  that  the  smile  of  de- 
rision could  scarcely  be  witheld,  \\hen  I  have  urged  the 
subject  of  furnishing  means  for  rendering  the  school  use- 
ful, and  have  mentioned  certain  articles  of  apparatus  that 
ought  to  he  furnished  in  every  district. 

Parsimony  has  its  effect.  The  very  thought  of  expend- 
ing a  few  dollars  in  this  way  is  sufficient  to  call  forth  the 
strongest  opposition  to  every  proposal  for  supplying  the 
school  with  what  is  necessary  for  the  benefit  of  its  mem- 
bers. I  could  feel  better  reconciled  to  this  state  of  things, 
if  there  were  consistency  in  it.  But  when  I  see  a  father 
prevailed  on  to  purchase  finery  for  his  children,  to  five 
times  the  amount  asked,  for  tins  object ;  or  furniture,  not 
to  add  to  the  comfort  of  his  family,  but  only  for  display ; 
or,  for  luxuries,  which,  instead  of  benefiting  any  one, 
injure  the  health  of  all,  I  am  inclined  to  a  severity  of 
of  reprehension,  which  prudence  perhaps  would  not 
justify.  I  once  solicited  a  parent  to  furnish  his  son  with 
nothing  more  than  a  necessary  book,  and  was  repulsed 
with  a  sigh  and  the  plea  of  poverty  ;  the  next  hour  I 
heard  the  poor  man  giving  orders  to  go  to  the  store  and 
get  a  quantity  of  rum  for  family  use,  which  would  cost 
three  times  the  amount  of  the  book.  The  next  hour,  he 
did  not  hesitate  to  furnish  money  to  this  very  son  to  at- 
tend a  party  of  pleasure,  to  double  the  amount  I  had 
asked  him  to  pay  for  the  book,  and  for  all  this  and  much 
more  he  was  rich  enough.  i  Will  you  take  this  little  pa- 
per for  your  children  ?'  I  said  to  /mother,  4  it  will  cost 
but  a  dollar.'  '  No,  I  am  not  able.'  '  But  I  am  per- 
suaded you  will  find  it  a  very  great  benefit  to  your  family, 
and  you  may  contrive  to  save  the  amount  in  some  way 
by  curtailing  expenses  less  necessary.'  i  I  should  be 
glad  to  take  it,  but  I  am  in  debt,  and  I  cannot.' — The 
n.'-xt  day  the  same  parent  was  able  to  pav  two  dollars 
for  his  children  and  himself  to  see  the  fc  */unr*'>  which 
were  exhibited  ten  miles  off,  besides  the  loss  of  a  day, 
from  their  accustomed  labour. 


SCHOOL-MASTERS.  23 

I  might,  were  it  necessary,  mention  a  hundred  illus- 
trations of  a  similar  kind,  which  have  occurred  under 
my  own  observation.  But  they  will  be  observed  by 
yourselves,  and  I  need  only  advert  to  them  in  this 
place. 

2.  Another  cause  of  injury  to  the  usefulness  of  district 
schools  is  the  existence  of  parties  within  the  district. 
There  are  few  places  where  there  is  not  from  some  cause 
or  other,  a  disagreement  among  parents,  that  eventually 
grows  into  a  '  party  thing.'  This  has  originated,  often, 
from  causes  at  first  very  trifling)  and  has  been  in  some 
instances  continued  from  father  to  son.  Sometimes  dif- 
ference of  religious  opinions,  has  caused  it.  Sometimes 
parties  have  arisen  from  different  political  views — at  oth- 
er times,  merely  the  location  of  the  school  Rouse,  or  of 
the  families  that  compose  the  district,  has  originated 
difficulties  and  divisions  that  have  been  kept  up  for  many 
years.  One  part  of  the  district  is  more  wealthy  than 
another,  or  more  enlightened ;  or,  a  part  of  the  families 
may  be  connected  with  each  other  by  consanguinity,  and 
combine  to  form  a  party,  and  in  this  way  strife  is  engen- 
dered. There  is  sometimes  a  party  that  wishes  great 
severity  in  the  school,  and  another  that  wishes  great 
laxness  of  government ; — one  party  is  in  favor  of  having 
an  instructer  from  college,  and  another  wishes  one  who 
has  never  been  in  sight  of  it ; — one  party  wishes  to  give 
high  wages,  and  another  cares  only  for  an  instructer  who 
will  keep  '  cheap.'  A  thousand  trifling  causes  give  rise 
to  these  ever  varying  divisions  ;  and,  go  where  you  will, 
you  may  be  told  of  the  '  Congregational  party,'  the 
'  Baptist  party,'  the  '  Presbyterian'  or  '  Methodist'  or 
1  Universalist,'  or  some  other  party,  formed  by  disagree- 
ment in  religious  opinions.  You  will  be  told  of  the 
*  Democratic  party,'  the  '  Federal  party,'  the  *  Adminis- 
tration party,'  or  some  other,  growing  out  of  political 
disagreement.  You  will  be  told  of  the  'hill  party,'  the 
'meadow  party,'  the  'river  party,'  the  'school  house 
party,'  &c.  &c.  Now  the  influence  of  all  these  party 
divisions  and  feelings,  is  to  prevent  the  usefulness  of  the 
school.  Happy  would  it  be  if  they  were  confined  to 
parents  ;  but  children  imbibe  the  same  feelings ;  these 


24         -  LECTURES    TO 

are  carried  to  the  school,  and  cause  dissension  there. 
All  are  seldom  pleased  with  the  same  instrueter,  or,  with 
the  same  mode  of  teaching.  Where  such  things  exist  to 
any  considerable  extent,  the  effect  is  unhappy,  and  the 
benefit  derived  from  the  school  is  comparatively  very 
small. 

3.  Another  source  of  injury  to  common  schools  is  the 
disposition  of  the  more  wealthy  to  place  their  children 
at  some  Academy  or  High  School.  Many  are  able  to 
incur  the  expense  of  sending  their  children  to  some  semi- 
nary of  higher  order,  and  feel  but  little  interest  in 
the  common  school.  Hence  its  character  is  a  subject  of 
little  solicitude.  A  few  unsuccessful  efforts,  to  have  the 
school  what  they  wish,  end  in  discouragement,  and  they 
often  say,  '  Well,  if  we  cannot  have  a  good  school  at 
home,  we  can  send  to  the  Academy.'  Such  institutions 
are  now  so  numerous,  that  there  is  little  difficulty  in  car- 
rying into  execution  this  resolve.  In  this  respect,  it  is 
undoubtedly  true,  that  Academies  and  Grammar  schools 
are  exerting  an,  unfavorable  effect  on  the  common  schools 
of  our  country.*  In  many  other  respects  their  influence 
is  favourable.  It  is  certainly  a  subject  of  great  import- 
ance to  the  success  of  elementary  institutions,  that  the 
wealthy  should  strive  to  increase  their  usefulness,  and 
elevate  their  character.  The  influence  of  the  example 
of  this  class  does  a  great  deal  to  injure  these  institutions, 
for  many  are  governed  very  much  in  their  estimate  of 

*  A  committee  of  the  legislature  of  Massachusetts,  in  their  report  on 
education,  have  the  following  remarks  on    the   influence   of  multiplying 
Academies. 

*  The  legitimate  effects  of  such  institutions  are  to  engross  the  attention 
and  care  of  the  mere  wealthy  and  influential  portions  of  the  community,  and 
proportionally  to  withdraw  their  aid  from  the  common  free  schools^     The 
free  schools  in  conssqucnce,  languish  under  the  feeble  and  irregular  efforts 
to  maintain  them,  of  the  poorer  and  less  enterprising  portions  of  the  com- 
munity.    It  is  with  learning  as   with   riches,  the  higher  it   is   prized,  the 
more  it  is  accumulated,  and  as  the  poorer  part  of  the  community,  is  also  in 
general  the  less  learned,  the  stimulus  toenterprize  in  this  behalf,  as  well  as 
the  pecuniary  ability,  is  altogether  inadequate.     Had  the  same  efforts  of 
the  more  wealthy,  interested,  and  enterprising  portions  of  the  community, 
which  have  been  devoted  to  the  interests  of  academies  and  incorporated 
seminaries,  been  directed  to  the  interests  of  the  common  schools,  who  will 
l>elieve  that  they  would  not,  long  since,  have  attained  a  much  higher  char- 
acter, than  they  now  sustain  1    It  is  by  no  means  improbable,  that  the 


SCHOOL-MASTERS.  25 

things,  by  the  opinion  and  conduct  of  the  rich.  By 
withdrawing  their  influence  and  assistance,  the  work  is 
left  to  those  who  have  not  the  means,  and  often  to  those 
who  have  not  sufficient  weight  of  character,  to  afford  the 
requisite  support.  Hence  the  public  sustain  much  injury, 
and,  though  it  is  not  the  design  of  the  rich  to  do  wrong 
in  this  way,  yet  a  very  little  reflection  must  show,  that 
an  evil  to  the  community  of  considerable  magnitude,  is 
unquestionably  the  result.  Every  thing  is  a  public  evil 
that  serves  to  depreciate  the  value  of  those  institutions, 
by  which  the  right  stamp  of  character  is  fixed  on  the 
great  mass  of  the  people. 

4.  I  wish  here  to  allude  to  another  cause,  which  has 
appeared  to  me  to  have  an  influence  in  preventing  the 
usefulness  of  primary  schools.  It  is  an  evil  of  a  nega- 
tive character,  and  will  receive  but  a  moment's  attention. 
There  is  a  want  of  Christian  effort  to  raise  the  standard 
of  moral  influence  in  schools.  The  impulse  of  Christian 
enterprise,  at  the  present  day,  has  led  to  associations  for 
benevolent  effort  on  almost  every  subject  but  this.  We 
hear  it  mentioned,  as  a  cause  for  lamentation  and  regret 
by  Christians  and  clergymen  of  almost  every  denomina- 
tion, that  common  schools  are  so  often  seminaries  of 
vice.  It  is  a  remark  which  has  often  fallen  upon  my 
ear,  'Our  children  learn  more  of  evil,  than  of  good; 
increase  in  vice,  faster  than  they  gain  in  knowledge.' 
Indeed,  so  general  is  this  feeling  in  many  places,  that 
Christian  parents  are  accustomed  to  say,  when  any  new 
vicious  habit  is  discovered  in  a  child,  '  He  learned  it  at 
school.'  Is  it  not  surprising,  that,  with  these  facts  so 
prominent,  no  combined  effort  among  professed  Christ- 
ians has  been  exerted  on  this  subject  ?  Is  it  one,  on 
which  effort  would  be  hopeless  1  Is  there  no  ground  to 

combined  efforts  of  the  whole  community,  to  elevate  the  character  of  the 
common  schools,  might  ere  this,  have  rendered  them  as  profitable  for  the 
acquisition  of  a  good  practical  education,  as  are  now  the  incorporated 
academies.  But  while  that  class  of  the  community,  which  has  enlisted  its 
principal  efforts  in  favor  of  those  academies,  has  by  those  efforts,  thus  in- 
directly injured  the  cause  of  common  education  ;  and  also,  while  it  has 
least  needed  the  fostering  care  of  the  government,  it  has  largely  shared  in 
its  munificence,  to  the  utter  exclusion  of  the  poorer  class  of  the  com- 
munity.' 

3 


26  LECTURES  TO 

believe,  that  exertion,  on  the  part  of  Christians, 
be  successful  in  raising  the  >moral  character  of  our 
schools  ?  I  know  that  some  individuals  have  felt,  and 
have  acted.  Individual  districts  have  used  their  best 
-efforts  to  obtain  moral  instructers.  But  this  is  by  no 
means  sufficient.  '  Union  is  strength?  United  and  per- 
severing effort  is  needed  on  this,  as  well  as  on  other  sub- 
jects, with  which  the  happiness  of  society  is  so  intimately 
connected  ;  and  deserves  attention,  if  the  literary  im- 
provement of  the  young  is  alone  regarded.  The  most 
orderly,  the  most  moral  school,  will  make  the  best  pro- 
gress in  study.  Moral  motives  are  the  best  inducements 
to  a  faithful  improvement  of  time.  It  may  always  be 
expected  by  committees  of  visitation,  to  find  the  most 
subordination,  the  best  progress  in  learning,  and  the 
most  correct  deportment,  where  the  greatest  interest  has 
been  awakened  in  regard  to  the  moral  character  of  the 
school.  I  will  not  undertake  to  say,  that  every  effort  of 
combined  Christian  influence  would  be  productive  of  all 
the  effect  desired.  But  it  does  seem  to  me  just,  to  attri- 
bute a  portion  of  the  defect,  in  the  usefulness  of  schools, 
to  this  cause. 

5.  A  very  prominent  reason,  why  common  schools  are 
not  more  useful,  is  the  imperfect  qualifications  of  in- 
structers.*  I  shall,  in  another  lecture,  dwell  on  the  re- 
quisite qualifications  of  persons  employed  in  the  import- 

*  A  writer  in  the  Journal  of  Education,  No.  65,  p.  163,  uses  the  follow- 
ing language : 

'  The  ultimate  and  fruitful  source  of  all  these  evils  is  found  in  the  rejec- 
tion of  correct  principles  in  the  science  of  education.  The  artizan  adopts 
with  eagerness  any  new  principle  in  mechanics;  men  of  the  highest  attain- 
ments and  skill  in  every  department  of  professional  life,  are  alone  employ- 
ed and  liberally  rewarded  ;  and  a  long  course  of  study  is  thought  necessary 
in  every  science.  Not  so  in  this  science  which  is  to*  lay  the  foundation  of 
every  other.  Every  stripling  who  has  passed  four  years  within  the  walls  of 
a  college,  every  dissatisfied  clerk,  who  has  not  ability  enough  to  manage  the 
trifling  concerns  of  a  retail  shop,  «very  young  farmer  who  obtains  in  the 
winter  a  short  vacation  from  the  toils  ot  summer, — in  short,  every  person 
who  is  conscious  of  his  imbecility  in  other  business,  esteems  himself  fully 
competent  to  train  the  ignorance  and  weakness  of  infancy,  into  all  the  virtue 
and  power  and  wisdom  of  maturer  years — to  form  a  creature,  the  frailest 
and  feeblest  that  heaven  has  made,  into  the  intelligent  and  fearless  sove- 
reign of  the  whole  animated  creation,  the  interpreter  and  adorer,  and  al- 
most the  representative  of  Divinity.9 


SCBOOL-MASTERS.  27 

ant  business  of  teaching,  and  shall  here  advert  to  the 
character  of  different  classes  who  resort  to  this  employ- 
menu  A  portion  of  those  who  engage  in  teaching  are 
such  as  have  received  no  instruction,  except  what  they 
derived  from  common  schools.  Having  pursued  the 
studies  usual  in  the  school,  and  having  become  so  far 
advanced  as  to  derive  but  little  benefit  from  attending 
longer,  they  are  desirous  of  teaching.  The  employment 
is  a  little  more  respectable,  in  their  estimation,  than 
manual  labor,  and  they  inquire  for,  and  usually  find  a 
backward  school.  If  sufficient  success  attend  their  first 
engagement,  to  enable  them  to  keep  the  school  the  speci- 
fied time,  it  is  usual  for  them  to  continue  the  employment. 
Such  may  perhaps  have  studied  the  branches  required 
by  law,  but  have  not  a  thorough  knowledge  of  any. 
They  have  'gone  through'  arithmetic,  while  probably 
scarcely  a  rule  is  understood.  Scarcely  one  in  a  thou- 
sand of  this  class,  have  been  found  able  to  explain  the 
principles  on  which  the  simple  rules  are  founded,  Of 
English  grammar,  their  knowledge  is  equally  superficial. 
The  nature  of  language, — 'the  philosophy  of  grammar,' — 
has  claimed  as  little  attention  as  the  most  abstruse 
branches  of  physics.  The  more  common  rules  of  syn- 
tax, they  may  be  able  to  apply,  but  other  parts  of  gram- 
mar have  been  almost  or  entirely  neglected.  Other 
branches  may  have  been  attended  to  in  the  same  super- 
ficial manner.  Now,,  how  is  it  possible  for  such  an  in- 
structer  to  benefit  a  school  extensively  ?  There  may  be 
found  some  exceptions  to  these,  but,  so  far  as  my  ac- 
quaintance has  extended,  they  are  very  few. 

Another  class  of  teachers  are  those,  who,  in  addition 
to  the  benefits  of  the  district  school,  have  resorted  to  an 
academy  for  a  single  season.  Some,  after  attending  but 
a  few  weeks,  and  others  after  a  few  months,  engage  in 
the  capacity  of  instructers*  In  this  class  there  is  a  di- 
versity. Some  are  instrumental  in  raising  the  character 
of  their  schools-,  while  others  do  more  harm  than  good. 
But  none  have  received  the  least  instruction  in  those 
things  which  regard  the  business  of  teaching-. 

There  is  another  class  who  engage  in  teaching  for  a 
season  for  the  sake  of  pecuniary  compensation.  This 


28  LETTERS   TO 

class  comprises  those  who  are  fitting  for  or  have  entered 
college.  It  is  commonly  true,  that  the  course  of  study 
pursued  by  such,  is  principally  classical.  Hence  a  ma- 
jority have  not  a  thorough  acquaintance  with  the  branches 
required  to  be  taught  in  district  schools.  They  have  not 
made  it  a  particular  object  to  qualify  themselves  to  teach. 
They  have  perhaps  fine  talents,  and  are  esteemed  as 
young  gentlemen  of  high  promise.  But  their  qualifica- 
tions for  instructing  a  district  school  with  success,  arc 
not  better  than  those  who  were  included  in  the  class  be- 
fore mentioned,  and  they  are  perhaps  even  inferior.  An 
example  may  serve  to  show  the  subject  in  a  clearer  light. 
Mr.  Z.  is  a  member  of  one  of  our  most  respectable  col- 
leges. He  is  a  young  gentleman  of  good  talents,  and 
ranks  among  the  first  in  his  class  ;  and  to  good  scholar- 
ship adds  a  very  amiable  temper  and  strict  morality. 
He  was  invited  to  instruct  a  school  and  engaged  in  it. 
But  the  first  day  he  entered  it,  was  the  first  time  he  was 
ever  in  a  common  school  in  his  life  !  After  a  few  weeks 
of  great  anxiety  and  fatigue,  he  found  it  impossible  for 
him  to  benefit  the  scholars,  or  to  govern  them,  and  asked 
a  dismission  from  his  employment.  Similar  instances, 
though  not  so  strongly  marked,  are  often  occurring. 
The  deficiency  of  qualifications  for  their  business,  pre- 
vents the  usefulness  of  many  teachers,  and  has  an  influ- 
ence unfriendly  to  the  character  and  success  of  our 
schools.  There  are  many  who  are  well  qualified  for  the 
office  among  the  two  latter  classes,  but  I  am  induced  to 
believe  that  they  constitute  but  a  minority. 

6.  Another  reason  why  the  standard  of  education  in 
common  schools,  has  not  been  more  elevated,  4  is  to  be 
found  in  the  unwillingness  on  the  part  of  school  districts, 
to  make  adequate  compensation  to  teachers  of  approved 
talents  and  qualifications.  How  else  does  it  happen  at 
a  time  when  the  merchant  is  overstocked  with  clerks, 
and  the  professions  of  law  and  medicine  are  thronirc  <1 
with  students,  there  is  such  a  lamentable  deficiency  in 
the  number  of  those  who  have  the  inclination  and  abilitv 
to  engage  in  the  business  of  instruction  ?  Is  it  not  to  he- 
ascribed  to  the  more  liberal  encouragement  offered  to 


SCHOOL-MASTERS.  29 

other  employments,  compared  with  the  compensation  of 
school  teachers  ]  Institutions  for  the  formation  of 
teachers  are  desirable:  but  the  education  of  teachers 
would  be  unavailing,  unless  the  districts  could  appreciate 
the  importance  of  affording  such  compensation  as  would 
command  their  services.  There  could  be  no  other  guar- 
antee, that  those  who  were  educated  for  the  purpose, 
would  engage  in  the  business  of  teaching.  Other  causes 
have  their  influence,  but  much  of  the  difficulty  may  be 
traced  to  a  disinclination  on  the  part  of  districts,  to 
make  adequate  compensation  for  the  required  talents 
and  services.  This  is  demonstrated  by  the  fact,  that 
those  districts  which  adopt  a  liberal  course,  have  able 
teachers  and  good  schools.  The  business  of  education 
should  be  committed  to  the  best  talents  in  the  country ; 
and  it  is  vain  to  expect  the  choicest  fruits  without  pay- 
ing the  market  price.  The  monthly  wages  of  the  teach- 
ers of  district  schools,  are  frequently  one  third  less  than 
the  amount  paid  to  experienced  clerks  and  journeymen 
mechanics  in  the  same  vicinity.  In  consequence  of  this 
state  of  things,  many  of  the  schools  are  taught  by  those 
who  resort  to  the  employment  as  a  temporary  expedient, 
to  help  them  in  acquiring  some  other  profession.  These 
persons  are  without  experience,  and  can  have  little  ex- 
citements to  establish  a  character  in  a  business  to  which 
they  have  resorted  as  a  temporary  employment.  It  is 
desirable  that  the  inhabitants  of  districts  should  feel  a 
deeper  interest  in  the  character  of  the  schools,  where 
the  characters  of  their  children  are  to  be  in  some  meas- 
ure formed.  '  If  under  the  charge  of  an  able  instructer  a 
child  may  be  advanced  as  far  as  twelve  years,  as  is 
usual  at  eighteen,  then  there  is  a  gain  of  six  years  to  be 
devoted  to  further  improvement,  or  to  aid  the  parent. 
It  is  evident  that  such  results  are  attainable  under  the 
improved  systems  of  the  best  instructer s  ;  and  it  is  the 
part  of  wisdom  to  adopt  such  improvements  as  have  been 
tested  and  sanctioned  by  experience.'*  When  suitable 
compensation  is  allowed  for  the  services  of  teachers,  we 
may  expect  that  there  will  be  a  great  improvement  in 

*  A.  C.  Flagg,  Superintendent  of  Common  Schools,.  N.  Y. 
3* 


30  LECTURES    TO  " 

the  character  of  those  employed,  and  consequently,  in 
the  usefulness  of  district  schools. 

The  next  thing  I  shall  mention,  as  having  an  influence 
unfriendly  to  the  progress  of  common  school  education, 
is  a  want  of  books  of  the  character  needed.  Many  of 
the  school-books  in  common  use  in  the  country,  have 
been,  and  still  are,  entirely  unfit  for  use.  Many  are  not 
adapted  to  the  capacity  of  children,  or  do  not  present  a 
satisfactory  view  of  the  subjects  on  which  they  treat. 

But  this  difficulty  is  in  a  degree  obviated,  by  improve- 
ment in  the  character  of  some  of  the  books  designed  for 
common  schools.  Could  all  the  best  books  extant,  be 
introduced  extensively,  great  improvement  would  ensue. 
It  is  a  subject  of  congratulation,  that  much  effort  is  ma- 
king for  this  purpose. 

The  last  thing  of  which  I  shall  treat  in  this  connexion. 
is  the  improper  construction  and  the  inconvenient  loca- 
tion of  school-houses.  Many  are  cold,  so  that  in  the  win- 
ter a  part  of  the  scholars  must  either  be  very  uncomfort- 
able, or  make  constant  disturbance  by  going  to  the  fire. 
In  others  the  chimney  is  defective,  and  the  house  is  con- 
stantly filled  with  smoke.  The  seats  and  desks,  in  a 
majority  of  school-rooms  are  badly  constructed,  so  that 
it  is  very  tedious  to  occupy  them.  They  are  often  so  nar- 
row as  to  make  it  impossible  to  write  with  convenience. 
The  desk  is  usually  put  so  far  from  the  seat  that  small 
scholars  can  scarcely  write  without  putting  themselves 
in  a  very  uncomfortable  posture. 

The  location  of  school-houses  is  often  determined  by 
a  regard  to  the  centre  of  the  district,  and  to  no  thing  else. 
We  often  observe  them  built  on  some  eminence  where 
the  bleak  winds  of  winter  have  no  obstruction,  and 
where  there  is  no  screen  from  the  intense  heat  of  sum- 
mer ;  when  at  the  same  time  some  inviting  grove  is  near, 
of  which  such  advantage  might  have  been  taken  as  to 
have  prevented  both  wind  and  heat  from  causing  any 
annoyance.  There  are  but  few  districts  where  SOUK 
convenient  place  might  not  be  found  for  the  site  of  tl;e 
school-house,  which  would  promote  the  comfort  of  the 
scholars  in  both  seasons  of  the  year. 

The  health  and  convenience  of  the  scholars  should  be 


SCHOOL-MASTERS.  31 

regarded  as  very  important  objects,  in  the  construction 
and  location  of  school-houses,'  and  it  is  just  to  attribute  a 
part  of  the  failure  in  the  usefulness  of  schools,  to  the 
negligence  in  these  particulars,  manifested  by  many  dis- 
tricts. As  the  construction  of  school-houses  will  be 
made  the  subject  of  a  separate  Lecture,*  I  add  no  more 
in  this  place. 


LECTURE    III. 


HAVING  adverted  in  the  preceding  Lecture,  to  certain 
existing  evils,  unfriendly  to  the  character  and  usefulnes 
of  common  schools,  I  shall,  in  this,  call  your  attention 
to  the  requisite  qualifications  of  an  instructer.  This  sub- 
ject is  of  high  importance.  All  who  possess  the  requisite 
literary  attainments,  are  not  qualified  to  assume  the  di- 
rection of  a  school.  Many  entirely  fail  of  usefulness, 
though  possessed  of  highly  cultivated  minds.  Other 
things  are  required  in  the  character  of  a  good  school- 
master. Among  these,  common  sense  is  the  first.  This 
is  a  qualification  exceedingly  important,  as  in  teaching 
schaol  one  has  constant  occasion  for  its  exercise.  Many, 
by  no  means  deficient  in  intellect,  are  not  persons  of 
common  sense.  I  mean  by  the  term,  that  faculty  by 
which  things  are  seen  as  they  are.  It  implies  judgment 
and  discrimination,  and  a  proper  sense  of  propriety  in 
regard  to  the  common  affairs  of  life.  It  leads  us  to  form 
judicious  plans  of  action,  and  to  be  governed  by  our 
circumtances,  in  the  way  which  men  in  general  will  ap- 
prove. It  is  the  exercise  of  reason,  uninfluenced  by  pas- 
sion or  prejudice.  It  is  in  man  nearly  what  instinct  is  in 
brutes.  Very  different  from  genius  or  talent,  as  they  are 
commonly  defined,  it  is  better  than  either.  Never  blazing 

*  See  Lect.  xiii. 


32  LECTURES    TO 

forth  with  the  splendor  of  noon,  but  it  shines  with  a  con- 
stant and  useful  light. 

2.  Uniformity  of  temper  is  another  important  trait  in 
the  character  of  an  instructer.     Where   this  is  wanting 
it  is  hardly  possible  to  govern  or  to   teach  with  success. 
He,  whose  temper  is  constantly  varying,   can  never  be 
uniform  in  his  estimation  of  things  around  him.     Objects 
change    in  their    appearance    as    his   passions  change. 
What  appears  right  in  any  given  hour  may  seem  wrong 
in  the  next.     What  appears  desirable  to-day,  may  be  be 
held  with  aversion  to-morrow.     An  uneven  temper,  in 
any  situation  of  life,  subjects  one  to  many  inconveniences. 
But  when  placed  in  a  situation  where  his  every  action  is 
observed  and  where  his  authority,   must  be  in  constant 
exercise,  the  man  who  labors  under  this   malady  is  es- 
pecially unfortunate.  It  is  impossible  for  him  to  gain  and 
preserve  respect  among  his  pupils.     No  one  who   comes 
under  the  rule  of  a  person  of  uneven  temper,  can  know 
what  to  expect  or  how  to  act. 

3.  A  capacity  to  understand  and  discriminate  character, 
is  highly  important  to  him  who  engages  in  teaching. 
The  dispositions  of  children   are  so  various,  the  treat- 
ment and   government  of  parents  so  dissimilar,  that  the 
most  diversified   modes  of  governing  and  teaching  need 
to  be  employed.     The  instructer  who  is  not  able  to  dis- 
criminate,  but  considers  all  alike r  and  treats  all  alike, 
does  injury  to  many.     The  least  expression  of  disappro- 
bation to  one,  is  often  more  than  the  severest  reproof  to 
another ;  a  word  of  encouragement  will  be  sufficient  to 
excite  attention  in  some,   while  others  will  require  to  be 
urged,  by  every  motive  that  can  be  placed  before  them, 
All  the  varying  shades  of  disposition  and  capacity  should 
be  quickly  learned  by  the  instructeivthat  he  may  benefit 
all  and  do  injustice  to  none.     Without  this,  well  meant 
efforts  may  prove   hurtful,   because   ill-directed,  and  the 
desired  object  may  be  defeated,  by  the  very  means   used 
to  obtain  it. 

4.  Teachers  should  possess  much  decision  of  character. 
In  every  situation  of  life  this  trait  is  important,  but  in 
none  more  FO,  than  in  that  of  which  I  am  treating.     The 
little  world,  by  which  he  is  surrounded,  is  a  minature 


SCHOOL-MASTERS.  33 

of  the  older  community.  Children  have  their  aversions 
and  partialities,  their  hopes  and  fears,  their  plans, 
schemes,  propensities  and  desires.  These  are  often  in 
collision  with  each  other  and  not  unfrequently  in  collis- 
ion with  the  laws  of  the  school,  and  in  opposition  to  the 
best  interest  of  themselves.  Amidst  all  these,  the  in- 
structer  should  be  able  to  pursue  a  uniform  course.  He 
ought  not  to  be  easily  swayed  from  what  he  considers 
right.  If  easily  led  from  his  purpose,  or  induced  to  va- 
ry from  established  rules,  his  school  must  become  a 
scene  of  disorder.  Without  decision,  the  teacher  loses 
the  confidence  and  respect  of  his  pupils.  I  would  not 
say,  that,  if,  convinced  of  having  committed  an  error, 
or  of  having  given  a  wrong  judgment,  you  should  per- 
sist in  the  wrong.  But  I  would  say,  it  should  be  known 
as  one  of  your  first  principles  in  school-keeping,  that 
what  is  required  must  be  complied  with  in  every  case, 
unless  cause  can  be  shown  why  the  rule  ought,  in  a  giv- 
en instance,  to  be  dispensed  with.  There  should  then  be 
a  frank  and  easy  compliance  with  the  reasonable  wish  of 
the  scholar.  In  a  word,  without  decision  of  purpose  in 
a  teacher,  his  scholars  can  never  be  brought  under  that 
kind  of  discipline,  which  is  requisite  for  his  own  ease 
and  convenience,  or  for  the  improvement  in  knowledge, 
of  those  placed  under  him. 

5.  A  schoolmaster  ought  to  be  affectionate.  The  hu- 
man heart  is  so  constituted,  that  it  cannot  resist  the  in- 
fluence of  kindness.  When  affectionate  intercourse  is 
the  offspring  of  those  kind  feelings  which  arise  from  true 
benevolence,  it  will  have  an  influence  on  all  around.  It 
leads  to  ease  in  behavior,  and  genuine  politeness  of  man- 
ners. It  is  especially  desirable  in  those  who  are  sur- 
rounded by  the  young.  Affectionate  parents  usually  see 
their  children  exhibit  similar  feelings.  Instructors  who 
cultivate  affection,  will  generally  excite  tlie  same  in  their 
scholars.  No  object  is  more  important  than  to  gain  the 
love  and  good  will  of  those  we  are  to  teach.  In  no  way 
is  this  more  easily  accomplished  than  by  a  kind  interest 
manifested  in  their  welfare  ;  an  interest  which  is  exhibit- 
ed by  actions  as  well  as  words.  This  cannot  fail  of  be- 
injr  attended  with  desirable  results. 


34  LECTURES    TO 

6.  A  just  moral  discernment,  is  of  pre-eminent  import- 
ance ill  the  cluiracter  of  ail  instructer.     Unless  governed 
by  a   consideration   of   his   moral  obligation,  lie   is  but 
poorly  qualified  to  discharge   the   duties   which   devolve 
upon  him.     He  is  himself  a  moral  agent,  and  accounta- 
ble to  himself,  to  his   employers,  to  his   country  and  to 
his  God,  for  the  faithful   discharge  of  duty.     If  he  have 
no  moral  sensibility,  no   fear  of  disobeying  the  laws   of 
God,  no  regard  for  the  institutions  of  our  holy  religion, 
ho\v  can  he  be  expected  to  lead  his  pupils  in  the  way  that 
they  should   go  ?     The  cultivation  of  virtuous  propensi- 
ties is  more  important  to  children  than   even  their  intel- 
lectual culture.     The  virtuous  man,  though  illiterate,  will 
be  happy,  while  the  learned,  if  vicious,  must  be  miserable 
in  proportion  to  his   attainments.     The  remark  of  the 
ancient  philosopher,  that  '  boys  ought  to  be  taught  that 
which  they  will  most  need  to  practise  when  they  come  to 
be  men,'  is  most  true.     To  cultivate  virtuous  habits,  and 
awaken  virtuous  principles  ; — to  excite  a  sense  of  duty 
to  God,  and  of  dependence  on  Him,  should  be  the  first 
objects  of  the  teacher.     If  he  permit  his  scholars  to  in- 
dulge in  vicious  habits — if  he  regard  nothing  as  sin,  but 
that  which  is  a  transgression  of  the   laws  of  the   school, 
if  ke  suffer  lying,  profaneness,  or  other  crimes,  to  pass 
unnoticed  and   unpunished,   he  is  doing  an  injury  for 
which  he  can  in  no  way  make   amends.     An  instructer 
without  moral  feeling,  not  only  brings  ruin  to  the  children 
placed  under  his  care,  but  does  injury  to  their  parents, 
to  the  neighborhood,  to  the  town,  and,  doubtless,  to  other 
generations.     The  moral  character  of  instructers  should 
be  considered  a  subject  of  very  high  importance ;    and 
let   every  one,  who  knows  himself  to  be   immoral,  re- 
nounce at  once  the  thought  of  such  an  employment,  while 
he  continues  to  disregard  the  laws  of  God,  and  the  hap- 
piness of  his   fellow  men.     Genuine  piety  is  highly  de- 
sirable in  every  one  entrusted  with  the  care  and  instruc- 
tion of  the  young  ;    but  morality,  at  least,  should  be  re- 
quired,  in  every  candidate  for  that  important  trust. 

7.  Passing  over  many  topics    connected  with  those 
already  mentioned,  I  shall  now  remark  on  the  necessary 
literary  qualifications  of  a  schoolmaster.     It  will  at  once 


SCHOOL-MASTERS.  35 

foe  apparent  that  no  one  is  qualified  for  this  business,  who 
has  not  a  thorough  knowledge  of  the  branches  required 
to  be  taught  in  common  schools.  These  are  Reading, 
Spelling,  Writing,  Grammar,  Arithmetic,  Geography, 
and  in  some  states  the  History  of  the  United  States. 
All  these  branches  are  necessary,  to  enable  individuals 
to  perform  the  common  business  and  common  duties  of 
life.  The  four  first  are  requisite  in  writing  a  letter  on 
business  or  to  a  friend.  The  fifth  is  required  in  the  busi- 
ness transactions  of  evrery  day.  The  two  last  are  neces- 
sary to  enable  every  one  to  understand  what  he  reads  in 
the  common  newspapers,  or  in  almost  every  book  which 
comes  within  his  reach.  Of  each  of  these  branches,  the 
instructer  should  certainly  have  a  thorough  knowledge  ; 
for  he  ought  to  have  a  full  knowledge  of  what  he  is  to 
teach.  As  he  is  to  lay  the  foundation  of  an  education, 
he  should  be  well  acquainted  with  the  first  principles  of 
science.  Of  the  letters  of  the  alphabet  such  disposition 
is  made,  as  to  produce  an  immense  number  of  words,  to 
each  of  which  a  distinct  meaning  .is  given.  4  The  na- 
ture and  power  of  letters,  and  just  method  of  spelling 
words,'  should  be  very  distinctly  understood.  If  there 
be  defect  in  knoivledge  here,  there  must  be  a  defect  in 
teaching.  A  man  cannot  be  expected  to  teach  that  which 
he  does  not  know  himself.  Among  all  the  defects  I  have 
witnessed  in  the  literary  qualification  of  instructers,  the 
most  common,  by  far  the  most  common,  have  been  here. 
Among  a  great  number,  both  of  males  and  females,  I 
have  found  very  few  who  possessed  the  requisite  knowl- 
edge of  the  nature  and  power  of  letters,  and  rules  of 
spelling.  The  defect  originates  in  the  -fact,  that  these 
subjects  are  neglected  after  childhood,  and  much  that  is 
learned  then  is  subsequently  forgotten.  Teachers,  after- 
wards, especially  of  academies,  presume  that  these  sub- 
jects are  familiar,  and  seldom  make  the  inquiry  of  schol- 
ars, whether  they  have  sufficient  knowledge  on  these 
points.  As  a  considerable  part  of  every  school  is  com- 
posed of  those  who  are  learning  to  spell  and  read,  much 
importance  is  attached  to  the  requisite  qualifications  of 
the  teacher,  to  lay  a  proper  foundation  for  subsequent  at- 
tainments. 


36  LECTURES    TO 

Every  one  who  teaches  school  ought  to  be  eminently 
a  good  reader.  The  habit  of  reading,  early  formed,  of- 
ten continues  through  life.  It  is  not  to  be  expected  that 
a  child  will  learn  to  read  with  correctness  and  ease,  with- 
out being  well  taught.  Nor  can  it  be  expected  that  one 
will  teach  well,  who  does  not  himself  know  how  to  read 
with  propriety.  Hardly  any  thing  is  more  difficult  than 
to  correct  a  bad  habit  of  reading,  especially  after  it  has 
been  continued  for  several  years. 

The  value  of  the  art  of  reading  is  well  discussed  by 
Dr.  Porter,  in  his  Analysis  of  Delivery.  He  remarks 
that  *  in  this  country,  where  literary  institutions  of  every 
kind  are  springing  up,  and  where  the  advantages  of  edu- 
cation are  open  to  all,  no  one  is  qualified  to  hold  a  res- 
pectable rank,  in  well-bred  socciety,  who  is  unable  to 
read,  in  an  interesting  manner,  the  works  of  others. 
They  who  regard  this  exercise  as  a  polite  accomplish- 
ment merely,  forget  to  how  many  purposes  of  busines,  of 
rational  entertainment  and  religious  duty,  the  talent  may 
be  applied.  Of  the  multitudes  who  are  not  called  to 
speak  in  public,  including  the  whole  of  one  sex,  and  all 
but  a  few  comparatively  of  the  other,  there  is  no  one  to 
whom  the  art  of  reading  in  a  graceful  and  impressive 
manner  may  not  be  of  great  value.'  To  the  teacher  of 
children,  this  is  an  acquirement  of  very  great  import- 
ance ;  and  no  one  is  qualified  to  engage  in  teaching,  till 
he  is  able  to  read  well  and  knows  how  to  instruct  others 
to  do  it. 

A  thorough  knowledge  of  Arithmetic  is  also  indispen- 
sable to  the  schoolmaster.  I  do  not  mean  that  smatter- 
ing of  the  science,  which  so  often  passes  for  a  knowl- 
edge of  it ;  but  a  thorough  acquaintance  with  its  princi- 
ples. To  be  able,  by  the  aid  of  rules  and  manuscripts, 
to  solve  the  question  given,  is  very  far  from  being  the 
knowledge  necessary.  No  one  is  properly  qualified  in 
this  branch  of  science,  until  able,  from  his  own  knowl- 
edge of  its  principles,  to  originate  rules,  even  if  they 
were  not  given  in  his  book.  He  should  be  able  to  tell 
the  '  why  and  wherefore'  in  every  operation,  else  he  is 
not  prepared  to  teach.  His  pupils  will  derive  but  little 
practical  benefit  from  the  study,  and  every  process  will 


SCHOOL-MASTERS.  37 

be  mechanical.  As  this  science  is  necessary  in  every 
condition  of  life,  as  it  is  to  be  used  almost  every  day, 
great  importance  should  be  attached  to  the  mode  of 
teaching  it.  Mr.  Parkhurst  justly  remarks,  '  It  is  the 
practical  utility  of  any  branch  of  knowledge  that  gives 
it  its  chief  value.  The  difference  between  the  practical 
utility  of  the  various  branches  of  knowledge  is  very 
great.'  A  knowledge  of  the  nature,  power  and  combi- 
nation of  numbers,  whether  we  regard  its  effects  as  im- 
portant to  mental  discipline,  or  its  use  in  the  business  of 
life,  must  be  considered  among  the  most  important  ac- 
quirements. 

The  instructer  is  expected  to  teach  Geography  ;  and 
of  course  he  ought  to  understand  it  well  himself.  This 
science  is  very  interesting  and  useful,  and  is  studied  in 
nearly  all  the  primary  schools.  The  treatises  on  the 
subject,  which  have  been  written  within  a  few  years, 
have  done  something  to  facilitate  the  study,  and  lighten 
the  labor  of  the  teacher ;  but  no  book  can  supply  the 
place  of  the  living  instructer.  He  should  be  able  to 
make  the  study  more  practical  than  it  is  possible  for  any 
book  to  make  it,  however  well  written.  The  scholar 
may  learn  many  interesting  facts  in  this  science,  without 
the  aid  of  an  instructer  ;  but  this  will  not  render  it  pro- 
per, for  one  to  attempt  to  teach,  without  a  thorough  and 
connected  view  of  the  whole  science,  and  without  being 
able  to  explain  what  is  doubtful,  and  illustrate  what  is 
obscure. 

English  Grammar  is  made  a  study  in  all  our  district 
schools,  and  is  a  very  important  branch  of  knowledge. 
It  is  that  which  teaches  how  to  speak  and  write  correct- 
ly. If  it  be  an  object,  then,  to  be  intelligible  and  cor- 
rect in  conversation  and  writing,  it  is  certainly  important 
to  be  well  versed  in  this  science.  But  I  am  obliged  here 
to  remark,  that  it  has  appeared  to  me,  many  have  over- 
looked the  proper  definition  of  grammar,  and  while  pro- 
fessedly attending  to  it,  have  neglected  nearly  every- 
thing but  syntax.  To  learn  to  apply  the  common  rules 
of  syntax,  to  the  written  language,  which  we  find  in 
some  book,  is  what  is  commonly  regarded  as  learning 
grammar. 
4 


33  LECTURES    TO 

But  this  has  certainly  little  claim  to  be  called  the  study 
of  grammar,  which  should  always  be  explained  as  the 
study  of  language.  Several  things,  besides  mere  syntax, 
are  important.  One  may  have  the  ability  to  parse  the 
words  in  a  sentence, — may  be  able  to  apply  rules,  rather 
by  habit  than  otherwise,  and  yet  know  but  very  little  of 
language.  As  in  arithmetic,  so  here,  the  teacher  who  is 
properly  qualified,  should  be  able  to  originate  rules,  and 
to  illustrate  those  principles  on  which  they  are  founded. 
If  he  is  not  able  to  explain  the  propriety  of  the  division 
of  language  into  parts  of  speech,  if  he  is  not  able  to  ex- 
hibit the  reason  of  the  names  applied,  and  of  the  divi- 
sions which  are  made,  he  is  not  able  to  benefit  those  ma- 
terially, whom  he  is  to  instruct.  The  great  deficiency, 
which  has  been  observed  in  the  qualifications  of  many  in 
this  branch,  makes  it  proper  to  dwell  longer  upon  it. 
Owing  to  this,  many  scholars  have  imbibed  so  strong 
prejudices  against  the  study  as  to  engage  in  it  with  great 
reluctancy,  or  neglect  it  entirely,  after  having  devoted 
some  time  to  it.  Hardly  any  thing  is  more  common 
than  to  hear  it  denominated  a  dry  study,  while  it  is  a 
fact,  that  if  properly  taught,  scarcely  any  study  is  calcu- 
lated to  excite  more  interest.  Instructers  should  be  well 
acquainted  with  their  own  language,  in  order  to  inspire 
a  love  for  the  study  of  it,  in  their  pupils. 

A  requisition,  I  believe,  recently  made  in  some  of  the 
states,  is,  that  the  civil  and  political  history  of  the  United 
States  should  be  made  a  branch  of  study  in  common 
schools.  This  is  certainly  very  proper.  Every  citizen 
of  a  republic,  has  a  deep  interest  in  knowing  the  history 
of  the  country  that  he  calls  his  own.  He  ought  to  know, 
by  what  means  its  civil  and  religious  institutions  have 
been  established.  He  ought  to  be  familiar  with  the  ob- 
stacles which  his  fathers  found  and  surmounted,  in  ach- 
ieving the  blessings  of  the  civil  and  religious  freedom 
which  he  enjoys.  The  names  of  his  country's  benefac- 
tors ought  to  be  indelibly  engraved  on  his  memory. 
Love  of  country  may  thus  be  inspired.  A  knowledge  of 
many  facts  in  our  country's  history  must  be  very  limited, 
after  its  most  interesting  times  shall  have  gone  by,  unless 
the  history  of  these  great  events  is  taught  in  our  primary 


SCHOOL-MASTERS.  39 

schools.  Very  soon  all  the  hoary  headed  patriots  who 
lived  and  acted  in  those  '  times  that  tried  men's  souls,' 
will  have  passed  away.  Instructers,  therefore,  should  be 
qualified  to  teach  history,  and  to  interest  their  scholars 
in  it.  This  they  cannot  do  without  a  knowledge  of  it 
themselves. 

History  is  the  '  school  of  politics,'  and  in  a  govern- 
ment like  ours,  it  is  necessary  that  every  freeman  should 
in  some  sense  be  a  politician. 

With  a  knowledge  of  the  above  subjects,  the  teacher 
may  be  enabled  to  answer  the  letter  of  the  law.  But  it 
seems  plain  to  me,  that  some  other  branches  are  requi- 
site, in  order  that  he  may  be  properly  qualified,  to  en- 
gage in  directing  the  studies  and  disciplining  the  minds 
of  the  young.  Among  these  I  shall  mention  Intellectual 
Arithmetic,  the  Constitution  of  the  United  States,  and  of 
the  state  in  which  he  lives ;  Rhetoric,  Natural  Philoso- 
phy, Chemistry,  and  Moral  Philosophy.  By  attention  to 
intellectual  arithmetic,  he  will  gain  a  habit  of  originating 
rules,  by  which  he  will  be  able  to  explain  the  reasons  of 
the  operations  in  written  arithmetic,  and  exhibit  to  his 
pupils  the  process  by  which  an  answer  is  obtained. 

He  should  be  familiar  with  the  Constitution  of  the 
United  States,  because,  it  is  necessary  frequently  to  re- 
fer the  young,  to  the  bill  of  rights,  by  which  their  privi- 
leges are  secured.  The  earlier  children  are  made  ac- 
quainted with  this,  the  more  likely  will  they  be  to  re- 
spect the  law,  and  yield  a  cheerful  obedience  to  it.  It 
is  important,  that  every  child  should  be  told  something 
of  the  constitution  of  his  own  state.  The  instructer 
should  be  acquainted  with  it,  in  order  to  call  the  atten- 
tion of  his  youthful  charge  to  those  subjects  in  which 
they  have  a  common  interest.  If  Hannibal  was  old 
enough  at  nine  years  of  age,  '  to  take  an  oath  that  he 
would  never  be  at  peace  with  the  Romans,'  our  children, 
at  school,  are  old  enough  to  have  their  attention  turned 
to  the  principles  of  the  government  which  they  are  to 
support.* 

Rhetoric  is  a  subject  with  which  the  instructer  ought 

*  Mr.  Sullivan's  Political  Class-Book  ought  to  be  found  in  every  school. 


40  LECTURES    TO 

to  be  acquainted,  because  he  ought  to  assist  his  scholars 
in  arranging  their  thoughts  in  sentences,  and  commit- 
ting them  to  paper.  The  older  scholars  in  all  our 
schools  should  be  instructed  in  letter-writing  and  compo- 
sition. To  be  able  to  write  a  letter,  or  to  express  one's 
thoughts  on  any  subject,  that  may  claim  attention,  is 
highly  important.  It  is  what  every  one  will,  more  or  less 
frequently  have  occasion  to  do.  If  some  attention  be 
not  given  to  this  subject  in  school,  there  will  be  mortifi- 
cation and  regret  in  after  life.  Our  children  ought  to  be 
taught  that  at  school,  which  they  will  most  need  in  the 
common  business  and  duties  of  manhood.  A  knowledge 
of  Rhetoric  is  necessary  to  the  teacher,  to  enable  him  to 
correct  the  compositions  of  his  scholars,  and  to  give  them 
such  rules  for  the  arrangement  of  sentences,  as  may  be  a 
guide  to  them  in  their  early  efforts. 

Some  acquaintance  with  Natural  Philosophy  and  the 
first  principles  of  Chemistry,  enables  the  instructer  to 
explain  to  his  pupils,  many  facts  which  will  rouse  their 
curiosity  and  excite  a  thirst  for  more  knowledge  on 
these  interesting  subjects.  Many  facts  are  frequently 
observed  by  young  children,  the  reason  of  which  they 
are  not  able  to  understand,  but  which  they  have  capacity 
to  comprehend,  if  a  familiar  illustration  were  given. 
Those  appearances,  frequently,  which  excite  no  atten- 
tion on  account  of  their  commonness,  would  awaken 
very  high  interest,  if  explained  in  a  familiar  manner. 
Such  are  the  turning  of  a  wheel,  the  power  of  a  wedge, 
or  screw,  the  freezing  of  water — the  formation  of  clouds, 
rain,  and  snow — the  transmission  of  sound,  &c.  «fcc. 
What  the  young  most  need,  is  to  learn  to  think  and  to 
investigate.  Whatever  serves  to  fix  a  habit  of  reflection 
is  of  incalculabe  importance.  By  some  simple  illustra- 
tion, the  attention  of  the  child  may  often  become  inter- 
ested, and  a  train  of  thoughts  excited,  not  less  important 
to  himself,  than  that  sublime  theory  suggested  to  the 
mind  of  Newton  by  the  fall  of  an  apple.  The  instructer 
has  many  opportunities  to  direct  the  attention  of  his 
scholars  to  the  first  principles  of  natural  science,  without 
diverting  it  from  other  subjects  of  study.  He  should 
certainly  then  have  that  knowledge  of  these  branches 


.SCHOOL-MASTERS.  41 

which  will  enable  him  thus  to  impart  instruction  and  de- 
light. 

I  mentioned  moral  philosophy,  as  one  of  the  branches 
with  which  an  instructer  should  be  familiar.  I  am  well 
aware  that  this  study  is  much  neglected.  But,  having 
been  neglected,  heretofore,  furnishes  no  reason  why  it 
should  be  neglected  still.  If  a  man  were  guided  by  instinct 
alone,  to  the  attainment  of  his  best  good,  the  subject  would 
be  unimportant.  Every  one  knows  he  may  fail  of  this, 
either  by  inaction,  or  by  ill  directed  effort.  '  He  finds 
himself  led  astray  by  his  passions,  and  he  looks  in  vain 
for  a  safe  guide,  to  the  example  of  others.  It  is  then  the 
dictate  of  wisdom,  to  inquire  by  what  means  these  way- 
ward propensities  may  be  subdued,  and  the  feet  be  guid- 
ed in  the  paths  of  peace,  Happy  are  they  who  are  led 
to  make  this  iniquiry  in  their  early  years.  Happier  are 
they,  whom  the  hand  of  instruction,  before  they  are  able 
to  make  the  inquiry  for  themselves,  has  been  guiding  in 
the  path  of  knowledge  and  virtue.'*  This  is  the  appro- 
priate work  of  the  parent  and  the  primary  school  teach- 
er, But  alas,  how  many  parents  wholly  neglect  it ! 
Hence  a  greater  responsibility  devolves  on  the  teacher. 
*  Moral  philosophy,'  says  Dr.  Paley,  '  is  that  science 
which  teaches  men  their  duty,  and  the  reasons  of  it.' 
This  then  is  the  knowledge  '  which  the  young  most  need, 
and  which  the  friendly  instructer  should  sedulously  im- 
part.' It  is  this  which  *  tends  to  recall  us  from  low  pur- 
suits— to  fix  our  affections  on  better  objects— to  form  us 
to  such  a  character,  and  direct  us  to  such  a  course  of 
conduct,  as  will  secure  the  divine  approbation,  and  be 
most  promotive  of  our  own  happiness,  and  that  of  the 
community  of  which  we  are  members.  It  teaches  a 
knowledge  of  ourselves,  of  human  nature  in  general,  of 
our  Creator,  and  of  the  relations  we  sustain  to  him,  and 
to  our  fellow  creatures.'  Can  any  one,  then  be  proper- 
ly qualified  to  train  the  infant  mind,  who  has  not  some 
acquaintance  with  this  science  I 

The  instructer  ought  to  gain  all  the  knowledge  he  can 
of  the  nature  of  his  business,  in  order  to  be  qualified  to 

*  Parkhurst. 


42  LECTURES   TO 

commence  his  important  labors.  On  this  subject  I 
shall,  however,  remark  in  another  place.  I  have  only 
to  add,  in  conclusion  of  this  lecture,  that  I  have  not  pla- 
ced the  qualifications  necessary  for  the  school-master, 
any  higher  than  is  requisite,  in  order  to  make  it  safe  to 
trust  him  with  the  care  of  young  immortals,  who  are 
forming  characters  for  this  world  and  the  next. 


LECTURE    IV. 


To  the  subjects  mentioned  in  the  preceding  Lecture, 
you  have  given  attention,  and  have  been,  I  trust,  led  to 
make  the  inquiry  whether  you  possess  the  requisite  qual- 
ifications for  the  important  business  to  which  you  have 
turned  your  attention.  I  shall  now  proceed  to  give  you 
some  general  directions,  which  I  consider  important  both 
to  your  success  and  usefulness.  You  will  expect  me 
to  use  great  plainness,  for  the  subject  requires  it. 

The  first  direction  which  I  wish  to  give  is — Endeavor 
to  become  acquainted  with  the  nature  of  your  employment. 

This  is  important  in  order  to  secure  your  personal  en- 
joyment. We  cannot  be  happy,  when  we  do  not  know 
what  to  do,  or  how  to  act.  To  engage  in  a  business  of 
which  you  have  no  adequate  idea,  must,  therefore,  sub- 
ject you  to  much  unhappiness. 

The  situation  of  an  instructer  is  very  responsible.  It 
is  exceedingly  important  that  you  should  be  acquainted 
with  the  nature  and  amount  of  this  responsibility,  and  of 
the  duties  which  will  devolve  on  you  when  placed  at  the 
head  of  a  school.  Without  some  knowledge  of  the  du- 
ties you  have  to  perform,  the  perplexities  and  difficulties 
that  may  arise,  and  the  constant  care  that  must  press 
upon  you,  you  cannot  but  experience  much  inquietude 
and  uneasiness.  The  very  different  tempers  of  those 
you  have  to  teach  and  govern,  and  the  wide  difference  of 


SCHOOL-MASTERS.  43 

treatment  they  have  received  from  their  parents  at  home, 
will  give  you  much  trouble,  if  you  awake  to  the  reality 
of  your  situation,  only  when  a  mountain  of  care  presses 
upon  you. 

Form  not  expectations  that  cannot  be  realized,  for  dis- 
appointment will  not  only  make  you  unhappy  at  the  time, 
but  will  unfit  you  for  the  duties  of  the  moment.  The 
nature  of  your  business  should,  as  much  as  possible,  be 
learned  beforehand.  This  is  dictated  by  reason,  and  ex- 
perience certainly  confirms  it.  No  one  engages  in  any 
department  of  manual  labor,  till  he  has  gained  some 
knowledge  of  its  details.  No  one  commences  a  journey, 
till  he  has  learned  the  direction  he  is  to  go,  and  the  prob- 
able character  of  the  road,  and  of  the  people  he  is  to 
find  upon  the  way.  No  one  proposes  emigration  to  a 
distant  part  of  the  country,  till  he  has  made  diligent  in- 
quiry as  to  the  conveniences  and  privileges,  as  well  as 
the  privations  and  hardships,  which  will  attend  a  remov- 
al. *  Who  goes  a  warfare,  till  he  has  counted  the  cost, 
or  builds  a  temple,  till  he  has  considered  whether  he  be 
able  to  finish  it  ?'  The  reason  is  obvious.  When  we 
expect  hardship,  we  are  prepared  to  endure  it  with  pa- 
tience ;  when  we  look  for  trial,  we  can  meet  it  with  com- 
parative composure.  If  I  foresee  that  the  journey,  I  am 
to  take,  will  be  attended  with  great  fatigue,  I  can  bear  it 
without  complaint.  If  I  expect  the  road  I  am  to  travel 
is  one  of  exceeding  roughness,  I  can  endure  its  asperities 
without  a  murmur. 

But  if,  on  the  other  hand,  I  reckon  upon  ten  miles  and 
it  proves  fifteen  ;  if  I  expect  a  good  road,  and  it  proves 
a  bad  one  ;  it  will  appear  both  longer  and  worse  than  it 
really  is ;  and  what  I  might  have  borne  with  composure, 
I  cannot  endure  without  disquietude  and  pain.  If  I  ex- 
pect to  arrive  at  home  in  an  hour,  and  it  takes  two,  the 
last  hour  will  seem  longer  than  two,  ordinarily,  for  I  am 
disappointed,  and  disappointment  makes  me  unhappy. 
It  gives  every  thing  around  me  an  unpleasant  aspect. 

In  the  same  way,  disappointment  in  regard  to  the  na- 
ture of  your  business  as  schoolmasters,  will  have  an  im- 
portant effect  on  your  enjoyment.  For,  if  you  form  on- 
ly ideal  notions — if  you  expect,  in  spite  of  evidence  to 


44  LECTURES    TO 

the  contrary,  that  every  thing  will  be  l  perfectly  pleas- 
ant'— if  you  suppose  the  labor  to  he  performed  is  easy, 
and  without  any  thing  to  render  it  difficult  and  disagree- 
able, you  will  be  entirely  unprepared  to  bear  the  trial* 
invariably  attendant  upon  it.  When  these  trials  come, 
you  will  experience  disappointment,  which  will  make  you 
unhappy  at  the  time,  and  of  course  unfit  you  for  the  du- 
ties of  the  hour.  In  a  discontented  state,  you  are  not 
prepared  to  proceed  with  that,  which,  at  another  time, 
would  be  perfectly  easy.  Nor,  in  this  state,  are  you  pre- 
pared to  enjoy  what  is  pleasant  and  agreeable.  It  is 
generally  true,  that  we  bear  unexpected  difficulties  witli 
far  less  composure,  than  those  we  had  expected,  and  of 
course  made  up  our  minds  to  bear  them. 

I  do  not  assert,  that  you  can  learn  every  thing  perfect- 
ly in  regard  to  the  nature  of  your  employment,  without 
experience.  It  is  not  possible  in  this  or  other  callings. 
The  physician,  attorney,  and  minister,  do  not  expect  it. 
But  they  still  use  all  the  means  within  their  reach,  to  be- 
come acquainted  with  the  nature  of  their  several  profes- 
sions, as  far  as  may  be,  before  entering  upon  them.  This 
is  as  necessary  for  the  teacher  as  for  them. 

Do  you  inquire,  how  this  can  be  done  1  I  answer, 
first,  read  on  this  subject  whatever  has  been  written,  to 
which  you  can  gain  access.  Several  periodical  publica- 
tions have  devoted  more  or  less  attention  to  it.  The 
Annals  of  Education  has  thrown  much  light  upon  it. 
This  should  be  found  in  the  hands  of  every  schoolmaster* 
Though  there  is,  it  must  be  acknowledged,  a  great  de- 
ficiency in  works  on  this  subject,  this  cannot  excuse  you 
from  reading  to  the  extent  of  your  ability. 

Again,  you  may  learn  something  of  your  business^  by 
observing  the  peculiar  nature  of  children.  They  are 
men  in  miniature.  Like  men  they  have  their  preposses-* 
sions  and  aversions.  Some,  that  will  come  under  your 
care,  have  been  governed  at  home  ;  others  have^  not* 
Some  are  quick  of  apprehension,  others,  dull.  Some 
will  love  learning,  and  desire  to  make  all  the  improve- 
ment of  which  they  are  capable ;  others  will  have  no 
taste  for  loam  ing,  and  no  desire  to  be  improved.  Some 
will  be  easily  governed  ;  others  will  require  all  your  wis- 


SCHOOL-MASTERS.  45 

dorn,  firmness  and  prudence,  in  order  to  restrain  them 
from  what  is  wrong,  and  lead  them  in  a  right  course. 
Some  have  formed  habits  of  application  ;  and  others, 
have  been  brought  up  in  idleness.  Some  will  be  too 
bashful ;  others,  too  bold.  Some  will  be  benevolent  and 
affectionate  ;  others,  selfish  and  unsocial.  Some  will  be 
found  very  nearly  what  you  desire  them  to  be  ;  others, 
the  opposite  in  every  thing.  Such  are  the  diversities  that 
will  be  found  in  every  school. 

You  may  be  equally  benefitted,  perhaps,  in  learning 
the  nature  of  your  business,  by  reflecting  on  the  great 
variety  in  the  character  of  parents. 

Some  will  wish  you  to  govern  the  school,  others  will 
wish  to  govern  you.  One  parent  wishes  you  to  be  very 
strict,  another  to  be  very  lenient.  Some  will  wish  you 
to  whip  your  scholars,  others  dread  nothing  so  much  as 
that  their  favorite  children  should  feel  '  the  rod  of  cor- 
rection.' Some  will  wish  you  to  pursue  a  certain  favor- 
ite mode  of  teaching,  others  will  be  strong  advocates  for 
a  system  entirely  different.  Some  will  wish  you  to  close 
early,  others  will  fear  that  you  will  not  keep  your  hours. 
One  man  will  admonish  you  to  show  no  partiality,  and 
another  will  solicit  very  particular  attention  to  his  child- 
ren. Mr.  A.  is  willing  to  trust  the  school  entirely  to  your 
management,  while  Mr.  B.  is  very  jealous,  lest  you  as- 
sume more  than  your  delegated  power.  Some  will  be 
very  anxious  to  have  the  school  successful,  others  will  be 
entirely  indifferent  to  the  subject.  Some  will  cheerfully 
furnish  all  the  necessary  books,  while  others  will  think 
it  enough  to  send  their  children  without  any,  or  with 
such  as  are  entirely  unfit  for  use.  Some  will  be  ready 
to  listen  to  every  complaint  of  their  children,. and  others 
will  teach  them  to  l  tell  no  tales  out  of  school.'  The 
wealthy  may  perhaps  think  their  children  entitled  to 
more  attention  than  those  of  the  poor,  and  the  latter  may 
be  ready  to  imagine  such  a  distinction,  even  if  none 
really  exist.  In  this  enumeration  I  have  not  mentioned 
a  single  difficulty  which  I  have  not  had  personal  oppor- 
tunity to  observe,  and  in  regard  to  many  of  them  I  have 
noticed  the  same  thing  in  many  different  places.  This 
diversity  among  children  and  among  parents,  renders  it 


46  LECTURES    TO 

very  necessary  for  you  to  reflect  much  on  the  manner  of 
securing  that  influence  with  both,  which  will  enable  you 
to  benefit  your  scholars  in  the  greatest  degree.  You  must 
be  prepared  to  govern  your  scholars  at  school,  and  may 
often  find  it  necessary  to  exert  nearly  as  much  influence 
with  parent*  as  with  them. 

You  may  also  learn  something  of  the  nature  of  your 
business,  by  frequent  conversation  with  teachers.  They 
will  be  able  to  impart  to  you  the  results  of  their  own  ex- 
perience. Be  not  disheartened  if  they  tell  you  of  '  strong 
prejudice  against  every  innovation  which  you  may  find 
it  necessary  to  make  ;  that,  with  some,  reason  is  but  a 
name,  and  that  every  attempt  to  influence  them  by  it,  will 
be  as  unsuccessful  as  that  of  Canute  to  rule  the  sea. 
There  is,'  they  will  tell  you,  '  an  almost  universal  dispo- 
sition to  believe,  that  books  for  study,  methods  of  learn- 
ing and  teaching,  common  when  we  were  young,  must 
be  as  good,  at  least,  as  any  of  the  newest  in  use ;  that 
the  spirit  of  inquiry,  awakened  within  a  few  years  past, 
is  entirely  unknown  to  the  great  mass  of  the  people  ; 
that  most  men  read  but  little,  and  have  had  no  opportu- 
nity to  investigate  the  character  of  proposed  improve- 
ments, or  to  witness  the  results  of  successful  experiments.' 
Listen  not  to  such  language  of  your  brethren  so  far  as  to 
be  discouraged,  but  only  for  the  purpose  of  knowing  the 
difficulties  in  your  way,  in  order  that  you  may  be  prepar- 
ed to  meet  them. 

After  having  gained  all  the  knowledge  within  your 
reach,  on  the  subject  already  mentioned,  it  is  of  equal 
importance  for  you  to  understand  the  nature  of  your 
business,  as  it -regards  the  mode  of  teaching.  Without 
this  you  can  hardly  hope  for  success. 

Many  have  appeared  to  imbibe  the  sentiment,  that  the 
whole  business  consists  in  keeping  order  in  the  school- 
room, and  going  through  a  daily  round  of  exercises  in 
reading,  spelling  and  writing,  the  teacher,  meanwhile, 
furnishing  copies,  making  pens,  and  performing  certain 
operations  in  arithmetic,  which  the  students  may  not  be 
able  to  perform  themselves.  But  all  this  lias  little  better 
claim  to  the  name  of  teaching,  than  the  chatter  of  the 
has  to  be  dignified  with  the  title  of  language. 


SCHOOL-MASTERS.  47 

Such  a  course  may  be  entirely  destitute  of  intellectual 
exercise  ;  and  is  like  the  operation  of  a  machine.* 

Let  it  be  well  fixed  in  your  minds,  that  to  teach  is  to 
communicate  ideas.  To  teach  them  it  is  indispensable 
that  you  should  be  understood.  The  words  of  an  experi- 
enced teacherf  are  in  point,  '  Use  language  that  your 
scholars  can  understand.  Let  your  illustrations  be  drawn 
from  topics  within  their  knowledge.  It  is  entirely  out  of 
place  in  a  common  elementary  school,  to  use  the  lan- 
guage of  a  professor  in  the  University,  or  to  affect  the  use 
of  terms  understood  only  by  the  more  advanced  student. 
If  you  teach  children,  use  the  language  of  children.  Let 
it  be  pure  and  grammatical ;  but  you  convey  no  instruc- 
tion, if  it  be  above  their  comprehension.  When  you  com- 
pare a  thing  unknown,  with  another  thing  equally  un- 
known, how  can  the  child  be  the  wiser  for  it  !  In  talking 
with  your  scholars,  use  their  own  phraseology,  and  con- 
descend to  their  capacities.'  As  I  shall  have  occasion, 
in  another  lecture,  to  enlarge  on  this  subject,  I  shall  only 
add  here,  that  you  may  leani  something  of  the  true  sys- 
tem, of  teaching  by  recollecting  the  manner,  in  which 
you  have  yourselves  obtained  ideas.  The  teacher  should 
put  himself  in  the  place  of  the  child,  and  then  inquire 
what  course,  it  would  be  necessary  for  him  to  take,  to 
gain  a  knowledge  of  any  subject  with  which  he  was  not 
familiar. 

No  means  within  your  reach,  for  learning  the  nature 
of  your  business,  should  be  left  unemployed.  If  all  which 
are  desirable  be  not  accessible,  those  which  are  so  should 
be  used  with  the  greater  fidelity. 

A  second  direction  is — Consider  the  responsibility  of  the 
station  you  are  to  occupy. 

If  in  deciding  to  devote  yourselves  to  the  employment 

*A  writer  in  the  Journal  of  Education,  No.  19,  has  made  some  remarks 
on  this  mode  of  teaching,  which  are  worthy  of  particular  attention.  Speak- 
ing of  a  school  conducted  in  this  manner,  he  says  :  '  There  is  something  so 
mechanical  in  the  exercises  of  a  school,  that  I  can  never  contemplate  it 
without  disgust.  Even  the  very  books  with  which  our  children  are  furnished, 
instead  of  being  used  as  a  treasury  of  materials  for  mental  exercise,  are  re- 
garded as  so  many  little  machines,  by  which  all  the  requisite  operations  of 
the  school  are  performed.  And  in  the  use  of  them  on  the  present  plan, 
there  is  very  little,  if  any  more  intellectual  exercise  than  among  the  child- 
ren in  a  cotton  manufactory. 

t  Mr.  Rand,  Christian  Mirror. 


48  LECTURES    TO 

of  teaching  you  have  been  excited  by  the  hope  that  it 
will  be  less  arduous,  than  other  employments  in  which 
you  have  engaed,  you  have  altogether  mistaken  the  na- 
ture of  its  duties  and  cares.  The  very  first  day  of  your 
trial  will  dissipate  the  delusion.  The  sight  of  a  company 
of  blooming  children  and  youth,  'awed  by  your  presence, 
waiting  for  your  directions,  and  turning  their  inquiring 
eyes  on  you,  to  guide  them  in  acquiring  knowledge  and 
forming  habits,'  will  tell  you  at  once,  in  language  more 
forcible  than  any  I  can  use,  that  on  you  devolves  an  ar- 
duous task — to  you,  parents  are  confiding  an  important 
trust — to  you,  your  country  is  assigning  a  solemn  charge. 
The  responsiblity  of  your  situation  may  be  realized  in 
some  measure,  by  considering  that  these  children  have 
minds  naturally  dark,  which  are  to  be  enlightened.  They 
are  ignorant  of  that  which  they  most  need  to  know,  and 
must  be  instructed.  They  are  tender  twigs,  ready  to  re- 
ceive any  direction  that  may  be  given  them.  They  are 
miniature  men,  who  are  destined  to  occupy  the  places  of 
those  who  are  now  active  on  the  stage  of  life.  Yes,  in 
the  little  community  with  which  you  are  surrounded,  there 
may  be  a  Franklin,  or  a  Washington ;  or,  on  the  other 
hand,  a  Robespierre  or  a  Bonaparte,  according  to  the 
•cast  of  character  which  they  take  from  your  efforts. 
In  a  country  like  ours,  where  character  is  the  passport  to 
the  most  important  stations  in  society,  and  where  offices 
are  open  to  every  one  who  shows  himself  worthy  of  the 
confidence  of  the  people,  the  responsibility  of  the  teach- 
er is  even  higher,  than  in  those  countries  where  estate? 
and  offices  are  hereditary.  He  who  is  selected  to  edu» 
cate  a  prince,  even  in  the  first  rudiments  of  science,  con- 
siders his  station  as  highly  responsible.  But  in  a  country 
like  our  own,  every  instructor  should  consider  his  re- 
sponsibility equally  great,  or  greater.  Yes,  you  at  the 
same  moment,  may  be  educating  a  president,  a  governor,  a 
general,  a  judge,  a  minister,  physician,  lawyer,  senator, 
and  counsellor.  Who  can  tell  what  results  may  be  produc- 
ed by  the  influence  you  may  exert  on  either  of  these  1 
But,  suppose  no  one  of  your  scholars  is  to  fill  such  im- 
portant stations,  yet  the  station  of  every  one,  who  becomes 
a  voter  and  sustains  simply  the  character  of  citizen,  isim- 


SCHOOL-MASTERS.  49 

portant.  Such  you  certainly  will  have.  Over  these  your 
influence  must  be  great. 

Hence,  you  may  learn  your  responsibility  by  consider- 
ing the  influence  which  you  may  exert,  over  your  youthful 
charge. 

If  you  succeed  in  gaining  their  love,  your  influence 
will  be  greater  in  some  respects,  than  that  of  parents 
themselves.  It  will  be  in  your  power,  to  direct  them  in 
almost  any  path  you  choose.  You  may  lead  them  to 
form  habits  of  application  and  industry,  or  by  neglect, 
permit  them  to  form  those  of  idleness  and  indiffer- 
ence. You  may  win  them  either  to  a  love  of  learning 
and  a  respect  for  virtue,  or  by  your  negligence  and  un- 
faithfulness, may  suffer  them  to  become  regardless 
of  both.  You  have  power  to  lead  them  to  a  cultivation 
of  the  social  affections,  to  make  them  kind,  benevolent 
and  humane,  or,  by  your  neglect,  they  may  become  the 
reverse  of  every  thing  that  is  lovely,  amiable  and  gener- 
ous. It  will  be  in  your  power,  greatly  to  assist  them  in 
learning  to  make  nice  distinctions  in  the  examination  of 
moral  condnct ;  and  to  govern  their  own  actions  accord- 
ingly ;  or  you  may,  by  your  unfaithfulness,  suffer  them 
to  contract  the  habit  of  pursuing,  regardless  of  conse- 
quences, every  thing  they  desire,  and  opposing  with  tem- 
per, every  thing  that  counteracts  their  wishes.  You  may 
teach  them  the  duty  of  yielding  submission  to  proper  au- 
thority, and  to  equitable  law,  or  by  suffering  them  to 
disregard  authority  and  trample  on  laws  with  impunity, 
teach  them  to  oppose  all  restraint,  and  consider  all  law 
as  unnecessary  and  oppressive.  You  may  do  something 
towards  leading  them  to  cultivate  that  public  spirit, 
which  is  so  essential  to  the  well  being  of  a  free  country, 
or  you  may  train  them  in  those  habits  of  selfishness, 
which  will  unfit  them  to  be  citizens  of  a  republic. 

If  the  consequences  of  your  influence  over  them  were 
to  cease  in  this  world,  your  responsibility  would  be  less, 
far  less,  than  it  actually  is.  But,  no.  Revelation  as- 
sures us,  that  our  future  condition  will  be  decided  by 
the  character  formed  here, — -that  man  will  be  re- 
warded in  the  world  to  come,  according  to  the  deeds 
done  in  this.  The  formation  of  character  is  not  then  a 
5 


50  LECTURES   TO 

matter  important  in  relation  to  this  life  only.  The  chil- 
dren with  whom  you  are  to  be  associated,  are  all  the 
children  of  one  great  Creator.  They  are  a  part  of  His 
extensive  kingdom.  They  are  the  subjects  of  His  gov- 
ernment, and  are  under  the  highest  obligation  to  obey 
His  wise  and  holy  laws.  He  has  given  them  such  laws, 
and  made  such  requirements  of  them,  as  are  necessary 
for  their  happiness.  He  has  enjoined  upon  them  to 
*  Remember  their  Creator  in  the  days  of  their  youth,' 
'to  love  their  neighbors  as  themselves,' — and  to  honor 
their  parents.  He  has  prohibited  profaneness  and  false- 
hood. He  has  enjoined  the  duty  of  gratitude  to  the 
Saviour,  and  of  repentance  for  sin.  Each  individual 
committed  to  your  care  is  liable,  every  day,  to  be  sum- 
moned away  from  this  world,  to  render  up  an  account  of 
the  '  deeds  done  in  the  body.'  Nor  is  it  improbable,  that 
the  influence  you  will  exert  over  them  by  your  example 
and  instructions,  may  deeply  affect  them  in  regard  to 
these  solemn  considerations.  As  their  happiness,  pre- 
sent and  eternal,  depends  on  the  temper  they  exhibit  in 
regard  to  the  character  and  laws  of  God,  your  responsi- 
bility is  indiscribably  great.  If  you  are  so  happy  as  to 
lead  them  to  love  Him  who  has  said,  <  suffer  little  children 
to  come  unto  me,  and  forbid  them  not,'  how  great  the 
benefit  you  may  confer  upon  them.  But  if  by  your  ex- 
ample and  instruction  you  should  lead  them  away  from 
the  paths  of  wisdom,  how  great  is  the  injury !  They 
will  be  more  likely  to  listen  to  counsel  and  advice,  from 
a  beloved  teacher,  than  from  almost  any  other  person. 
They  will  generally  be  more  disposed  to  regard  what  you 
say  to  them  on  the  subject  of  their  moral  obligation,  than 
what  is  said  to  them  by  their  parents  or  their  minister. 
This  talent  which  you  are  permitted  to  occupy,  is  one  for 
the  improvement  of  which,  you  are  accountable  to  God. 
And  how  much  does  it  increase  the  interest  of  your  call- 
ing !  Hence  I  should  be  guilty  of  unfaithfulness,  if  I 
should  neglect  to  direct  your  attention  to  your  own  moral 
obligation.  You,  as  well  as  the  youth  committed  to  your 
charge,  have  an  account  to  render  to  Him  who  gave 
you  existence.  If  you  are  put  in  possession  of  an 
influence,  which,  if  properly  exerted,  may  greatly  aug- 


SCHOOL-MASTERS.  51 

ment  individual  happiness,  as  well  as  that  of  the  nation, 
or,  on  the  other  hand,  if  not  properly  exerted,  may,  in 
the  same  ratio,  increase  the  amount  of  human  misery ; 
fail  not  to  ponder  well  the  subject,  which  is  to  throw  up- 
on you,  so  important  a  responsibility.  And  fail  not  to 
ask  wisdom  of  Him,  '  who  gives  liberally  and  upbraids 
not.'  He  only  is  able  to  guide  you  right  and  keep  you 
from  error. 


LECTURE    V. 


The  next  direction  which  I  shall  give,  is — Endeavor  to 
ascertain  by  what  means  you  are  to  gain  that  ascendency 
over  your  pupils^  which  is  necessary,  in  order  to  confer  on 
them  the  highest  degree  of  benefit. 

You  well  know  that  there  is  a  great  diversity  in  the 
influence  exerted  by  different  individuals  in  the  same  cir- 
cumstances. If  you  investigate  the  subject,  you  will  find 
various  degrees  of  influence  exerted  by  ministers  of  the 
gospel.  While  the  congregation  of  one  are  ready  to 
pluck  out  their  eyes  and  give  him,  that  of  another  are 
hardly  willing  to  render  him  that  which  is  his  due.  Both 
however,  sustain  the  character  of  God's  ambassadors. 
If  you  observe  the  influence  of  two  military  commanders, 
to  the  orders  of  the  one,  you  will  see  the  utmost  atten- 
tion paid,  while  to  those  of  the  other,  very  little  obedience 
is  shown.  The  same  will  be  observed  in  two  schools. 
To  all  that  is  said  by  one  instructer,  the  highest  defer- 
ence is  paid,  while  in  another  school  we  witness  the  re- 
verse. Now  it  is  certain  that  there  must  be  some  reason 
for  this  difference.  In«each  of  these  instances,  and  many 
more  to  which  I  might  allude,  the  same  individuals  sus- 
tain the  same  office  or  trust.  It  does  not  therefore  con- 
sist in  the  office  itself. 

If  you  look  back  to  the  characters  of  the  different  in- 


52  LECTURES    T6 

stmcters,  under  whom  you  were  placed,  you  will  proba- 
bly find  that  to  some  of  them,  you  listened  with  great 
deference,  that  you  were  anxious  to  please  them,  and  de- 
sirous of  gaining  their  good  opinion,  while  to  the  esteem 
of  others,  you  were  indifferent,  and  regardless  whether 
you  gained  their  good  will  or  not.  To  meet  with  some 
of  them  now,  affords  you  pleasure,  while  to  meet  with 
others  is  a  source  of  no  satisfaction.  And  what  is 
the  reason  ?  You  will  answer,  that  these  men  had 
very  different  characters ;  that  they  showed  very  differ- 
ent degrees  of  interest  in  their  business ;  that  they  pos- 
sessed very  different  qualifications  and  evinced  une- 
qual solicitude  for  your  welfare.  .  Let  me  ask,  far- 
ther, wlu'ch  were  those  traits,  that  pleased  you,  and 
pleased  the  school  generally  ?  Was  the  master  pleasant 
and  obliging,  or  was  he  morose  and  ill-humored  1  and  with 
which  was  the  school  better  pleased  ?  Was  he  affable 
and  condescending,  or  was  he  mute  and  regardless  of 
everything  but  his  own  ease  ?  and  on  which  account  did 
you  like  him  ?  Was  he  punctual  to  his  time,  to  his  prom- 
ises and  to  his  threats,  or  regardless  of  all  1  and  on  which 
of  these  accounts  were  you  willing  to  be  directed  by  him  ? 
Did  he  appear  affectionate  and  kind  in  all  his  intercourse, 
or  did  he  seem  to  delight  in  giving  you  pain  and  fear  ? 
and  with  which  of  these  traits  of  character  were  you 
better  pleased  ?  Did  he  convince  you  that  he  was  your 
friend,  and  that  he  desired  your  good,  even  at  the  expense 
of  his  own  ease  ?  or  did  he  act  as  if  he  were  the  friend 
of  no  one  but  himself?  Was  he  ever  ready  to  assist  you 
to  the  extent  of  his  ability,  or  did  he  send  you  away 
without  answering  your  questions  or  solving  your  doubts  ? 
Did  he  prove  to  you  by  his  whole  conduct,  that  he  desir- 
ed to  benefit  the  school  in  the  greatest  degree  of  which 
he  was  capable,  or  did  he  appear  to  regard  little  else 
than  to  obtain  the  stipulated  reward  ?  and  on  which  ac- 
count do  you  now  remember  him  with  affection  and  in- 
terest ? 

You  are  at  no  loss  to  decide  these  questions.  Let 
them,  then,  serve  as  a  directory  to  you,  in  making  the 
inquiry,  how  you  can  secure  that  degree  of  confidence 
on  the  part  of  your  scholars,  which  will  enable  you  to 


SCHOOL-MASTERS.  53 

benefit  them  in  the  degree  which  you  desire.     If  partic- 
ular directions  on  this  subject  are  required,  I  will  say, 

First,  Endeavor  to  convince  the  scholars  that  you  are 
their  friend, — that  you  aim  at  their  improvement,  and 
desire  their  best  good.  It  will  not  take  long  to  convince 
them  of  this,  if  you  do  so  in  reality ;  and  if  you  pursue 
the  course  with  them,  which  would,  with  your  own  in- 
structer,  have  excited  this  belief  in  you,  with  r.egard  to 
him.  Remember,  however,  that  merely  a  declaration  of 
being  their  friend,  will  be  very  far  from  proving  you  to 
be  such,  or  convincing  them  of  it.  You- would  not  have 
been  convinced  by  the  mere  declaration  of  your  instruc- 
ter,  if  this  declaration  had  not  been  supported  by  his 
conduct.  Expect  not  then,  that  telling  your  scholars, 
you  are  a  friend,  and  greatly  desire  their  good,  will 
gain  you  their  confidence.  You  must  prove  it  to  them 
by  showing  a  greater  regard  for  their  welfare  than  for 
your  own  ease. 

Secondly,  In  order  to  secure  a  proper  degree  of  their 
confidence,  you  must  not  be  hasty.  Be  not  hasty  to  re- 
prove, be  not  hasty  to  praise  ;  be  not  hasty  to  promise, 
be  not  hasty  to  threaten ;  be  not  hasty  to  punish,  and  be 
_  not  ready  to  forget  a  fault.  There  is  somewhere  an  old 
proverb,  'Haste  makes  waste,  and  waste  brings  want.' 
Haste  in  schools  in  any  of  the  particulars  specified,  will 
bring  want  of  confidence.  Whatever  is  done  in  haste 
is  seldom  done  well.  In  school  it  must  of  necessity  sub- 
ject you  frequently  to  the  mortification  of  countermand- 
ing your  order,  of  failing  to  fulfil  your  promise,  or  of 
exciting  the  belief  in  the  minds  of  your  scholars  that 
you  are  forgetful.  It  is  generally  true,  that  in  every  sit- 
uation, the  deliberate  man  accomplishes  the  most ;  but, 
in  none  is  deliberation  more  important,  than  in  him  who 
is  to  exercise  authority  over  a  large  community.  Loss 
of  time  is  not,  however,  the  greatest  inconvenience  of 
being  hasty  in  school ;  there  must  be  loss  of  confidence 
on  the  part  of  the  scholars.  You  are  well  aware  that 
you  place  but  little  confidence  in  any  man  who  bears  the 
character  of  being  hasty,  be  his  calling  or  station  what 
it  may. 

Thirdly,  If  you  wish  to  secure  the  confidence  of  your 
*5 


54  LECTURES    TO 

school,  never  allow  yourself  to  speak  angrily  or  unusual- 
ly loud  and  be  sure  never  to  fret  or  scold.  All  these 
things  are  disagreeable.  And  surely  you  cannot  expect 
to  secure  the  confidence  of  a  school,  by  indulging  your- 
self in  those  habits  which  must  make  you  disagreeable  to 
every  one. 

Fourthly,  You  will  secure  the  confidence  of  the  school 
by  being  punctual  in  every  thing.  Punctuality  in  busi- 
ness of  every  kind,  gains  confidence.  It  prevents  the 
loss  of  time,  and  secures  opportunity  for  every  duty.  It 
is  no  where  more  important,  than  in  schools.  Without 
it,  you  can  accomplish  but  little.  If,  after  due  delibera- 
tion, you  make  a  promise,  be  sure  to  keep  it.  If  you 
say  that  neglect  of  duty  will  be  followed  by  punishment, 
be  sure  to  inflict  it.  If  you  require  a  child  to  do  this  or 
that,  see  that  it  is  done  exactly  as  you  ^require.  To  let 
him  go,  when  he  has  obeyed  you  but  in  part,  will  be 
little  better,  than  not  to  be  obeyed  at  all.  By  being 
punctual  in  fulfilling  every  promise,  you  will  not  be  ac- 
cused of  falsifying  your  word.  Your  scholars  will  not 
ask  a  second  time  for  any  indulgence  which  you  may 
once  have  denied  them.  They  will  know  what  you 
mean,  when  you  say  yes,  or  no  ;  and  thus,  you  will  have 
their  confidence. 

By  observing  these  principles,  and  acting  in  a  manner 
corresponding  to  them,  you  will  be  able  to  gain  that  as- 
cendancy over  your  youthful  charge,  which  is  necessary 
to  enable  you  to  benefit  them.  You  will  find  it  impossi- 
ble to  secure  their  confidence  by  the  opposite  course, 
for  it  is  opposed  to  the  principles  of  our  nature. 

The  next  general  direction  which  I  wish  to  give,  is, 
Be  willing  to  devote  your  whole  time,  and  strive  to  make  the 
most  judicious  use  of  it.  If  you  have  made  no  reserve 
of  any  part  of  your  time,  the  whole  belongs  to  your  em- 
ployers. I  know  not  that  there  is  any  thing  morally 
wrong  in  making  an  agreement  to  reserve  a  portion  of 
time,  to  be  devoted  to  your  own  purposes.  But  it  does 
seem  to  me  manifestly  wrong,  if  no  such  agreement  have 
been  made  with  your  employers,  for  you  to  use  any  con- 
siderable portion  of  it  for  your  own  private  benefit,  in- 
stead of  that  of  the  school.  This  rule  ought  to  be  ob- 


SCHOOL-MASTERS.  55 

served)  whether  the  school  be  large  or  small ;  whether 
your  wages  be  high  or  low.  If  you  have  made  an  en- 
gagement, for  even  less  than  a  just  compensation,  this 
cannot  alter  your  obligation  to  the  children  placed 
under  your  care.  They  are  not  to  be  injured,  if  their 
parents  have  misjudged  in  regard  to  what  ought  to  be 
your  hire.  You  had  your  choice  whether  to  engage  or 
not,  and  if  you  have  consented  to  work  for  a  less  com- 
pensation than  you  ought  to  receive,  your  obligation  is 
still  the  same  as  if  you  were  to  receive  more.  If  you 
have  engaged  to  keep  the  school,  without  having  made 
any  reserve,  you  are  under  obligation  to  give  your  pupils 
all  the  time  which  you  can  render  useful  to  them.  This 
direction  may  seem  to  you  unreasonable,  or  impractica- 
ble. If  so,  I  have  only  to  ask  you  to  examine  it  attent- 
ively, and  if  you  shall  then  conclude,  that  you  cannot 
bring  yourselves  to  adopt  the  spirit  of  it,  I  hope  you  will 
renounce  the  idea  of  teaching,  and  choose  some  other 
business.  I  do  not  mean  by  this,  to  say  that  you  ought 
not  to  take  the  time  necessary  for  exercise  and  rest,  and 
for  answering  the  claims  of  friendship.  This  would  be 
expected  under  any  engagement  whatever.  It  is  expect- 
ed in  all  other  public  employments,  and  it  is  equally  pro- 
per in  yours. 

But  you  will  inquire,  how  you  can  spend  the  whole  of 
your  time  profitably  for  your  school,  when  you  are  with 
them  ordinarily  no  more  than  six  hours  in  a  day  ?  I 
will  answer  by  giving  you  some  account  of  my  friend 
Benevolus.  On  commencing  his  school,  his  first  object 
was  to  learn  the  state  of  improvement,  the  capacity  and 
the  disposition  of  every  scholar.  His  next  inquiry  was, 
how  shall  I  benefit  each  scholar,  to  the  utmost  of  my 
power  ?  This  inquiry  was  continued  with  him,  during 
the  whole  time  he  was  with  them,  and  excited  him  to 
constant  effort  to  do  them  good.  The  copy  books  of  the 
school  were  all  carried  to  his  room,  and  his  first  work  in 
the  morning  was  to  prepare  them  for  writing  through  the 
day.  He  ruled  them  himself,  and  wrote  out  all  the  cop- 
ies. This  occupied  his  time,  till  it  \vas  necessary  to  re- 
pair to  the  school  room,  which  he  did  half  an  hour  be- 
fore the  time  of  opening  school,  in  order  that  he  might 


56  LECTURES   TO 

be  assured,  that  a  fire  had  been  properly  made,  and  the 
house  suitably  prepared  for  the  scholars  when  they  should 
arrive.  When  the  morning  exercises  were  finished,  he 
retired  to  his  boarding  house,  or  to  some  house  nearer, 
as  might  be  most  convenient.  Two  or  three  of  his 
scholars  were  expected  to  hand  in  letters  or  composi- 
tions each  day,  in  .their  turn  ;  and  the  intermission  of 
the  regular  exercises  was  devoted  to  correcting  them, 
and  suggesting  such  improvements  as  might  be  beneficial 
to  the  writers.  After  the  hour  of  dismissal  had  arrived, 
he  secured  the  fire  and  left  the  house.  In  the  evening  he 
met  a  class  or  more  as  might  be  convenient,  and  devot- 
ed his  attention  usually  to  a  single  branch.  One  even- 
ing he  requested  a  meeting  of  his  scholars  in  arithmetic  ; 
the  next,  he  assembled  his  grammarians,  especially  those 
who  were  beginners.  The  third  evening  of  the  week 
was  devoted  to  a  class  in  geography ;  the  fourth  to  a 
class  in  reading,  and  the  fifth  to  spelling.  If,  at  any 
time,  it  was  not  convenient  for  a  class  to  meet,  or  for 
him  to  have  an  evening  school,  his  time  was  occupied 
with  the  children  of  the  family  where  he  boarded,  or 
those  of  some  other  family,  or  in  preparing  some  illus- 
tration to  be  used  in  the  school  the  next  day.  Thus  Ben- 
evolus  found  enough  to  do  during  the  whole  day.  He 
was  never  out  of  employment.  Seeing  him  so  much 
engaged  for  them,  the  scholars  became  as  much  engaged 
for  themselves.  Parents  also  became  awake  to  the  in- 
terest of  the  school,  and  used  every  effort  to  produce  an 
early  and  a  constant  attendance  of  their  children.  Ben- 
evolus  taught  not  only  in  a  single  district,  but  successive- 
ly in  several,  and  in  different  states,  and  the  same  means 
were  used  by  him  and  the  same  results  were  experienc- 
edr  He  found  but  very  few  who  did  not  become  greatly 
interested  in  their  studies.  The  spirit  of  the  instructer 
seemed  to  be  infused  into  the  whole  school,  and  parents 
were  commonly  forward  to  acknowledge  that  the  school 
made  more  than  double  the  progress  it  had  usually  made 
before.  It  seemed  to  my  friend  a  thing  highly  ridiculous 
to  hear  a  schoolmaster  say,  he  could  not  find  enough  to 
occupy  all  his  time,  when  he  was  surrounded  with  twen- 
ty young  persons  of  various  ages. 


SCHOOL-MASTERS.  57 

If  it  be  true  that  double  the  usual  improvement  might 
be  made  in  district  schools  generally,  (I  speak  of  schools 
in  the  country  and  not  of  those  in  cities  and  large  towns) 
the  subject  is  one  of  no  ordinary  importance.  Let  me 
ask  you  then  to  reflect  on  it  a  moment  longer.  Suppose 
the  number  of  scholars  in  a  school  amount  to  forty. 
The  time,  board,  wear  of  apparel  and  use  of  books,  can- 
not be  estimated  at  less  for  each  than  $1,50  a  week. 
The  wages  and  board  of  the  master  will  at  least  amount 
to  six  dollars  a  week,  and  probably  more,  if  we  include 
the  expense  of  fuel  for  the  school.  The  school  then 
costs  sixty-six  dollars  a  week,  or  two  hundred  and  sixty- 
four  dollars  a  month.  If  there  are  six  such  schools  in  a 
town,  the  expense  of  them  is  fifteen  hundred  andxeighty- 
four  dollars  a  month.  Suppose  each  school  is  to  contin- 
ue two  and  a  half  months,  the  cost  to  the  town  is  three 
thousand  nine  hundred  and  sixty  dollars,  for  a  single 
season.  Now  if  there  is  but  half  the  improvement  made, 
that  might  be  made,  we  cannot  consider  the  actual  loss 
at  less  than  half  this  sum. 

'If  any,  after  looking  at  the  subject  in  this  light,  are 
unwilling  to  devote  their  whole  time  to  the  work,  I  would 
again  make  the  request,  that  they  turn  their  atten- 
tion to  some  other  employment,  and  not  occasion  so 
great  a  loss  to  the  community.  Leave  the  work  to  those 
who  will  enter  upon  it  with  greater  spirit  and  who  are 
willing  to  spare  no  pains. 

I  have  been  led  to  the  direction  last  given  from  having 
the  conviction  forced  upon  me,  that  many  who  have  of- 
fered their  services  as  teachers,  have  had  no  higher  mo- 
tives in  so  doing,  than  the  attainment  of  a  pecuniary  re- 
ward. But  while  I  am  firm  in  the  belief  that  '  the  la- 
borer is  worthy  of  his  hire,'  and  while  I  am  as  firmly  of 
the  opinion  that  the  ordinary  compensation  is  lower  than 
it  ought  to  be,  I  cannot  conceive  that  any  one  ought  to 
engage  in  this  highly  responsible  business,  merely  for  the 
purpose  of  compensation.  In  business  less  responsible, 
it  may  be  justifiable  to  make  that  the  first  object.  But 
where  an  influence  so  important  is  to  be  exerted — an  in- 
fluence that  will  probably  affect  the  character  and  hap- 
piness of  many,  during  the  rest  of  their  lives;  it  does 


53  LECTURES    TO 

seem  to  me  that  patriotism,  to  say  nothing  of  higher  in- 
ducements, requires  that  the  first  object  of  a  teacher 
should  be  to  do  good,  and  that  those  only  should  engage 
in  teaching,  who  are  willing  to  devote  the  largest  portion 
of  their  time,  that  can  be  rendered  beneficial  to  the 
school.  How  often  is  it  said  in  our  hearing,  'that  our 
school  has  done  us  no  good,'  that  4it  has  been  worse 
than  none' — that  *  the  money  might  as  well  have  been 
thrown  away.'  I  will  not  charge  every  failure  on  the  in- 
structer.  It  does  not  always  belong  to  him ;  but  I  am 
persuaded,  that  a  large  majority  of  the  instances  of  fail- 
ure in  the  success  of  schools,  is  to  be  in  part  attributed 
to  the  teacher.  Let  every  one  engage  heartily  in  his 
work,  and  devote  his  whole  time  to  his  business,  and 
instances  where  the  school  does  more  evil  than  good,  will 
be  very  rare. 


LECTURE    VI. 


The  preceding  Lectures  have  regarded  subjects,  which 
ought  to  claim  your  attention  previous  to  entering  the 
school-room.  This,  and  the  several  following,  will  relate  to 
your  more  immediate  duties  as  teachers.  The  next  di- 
rection therefore  is,  GOVERN  YOUR  SCHOOL.  This  is  a 
direction  of  great  importance.  Unless  you  govern  those 
placed  under  your  care,  all  your  other  exertions  will  be 
nearly  or  quite  in  vain. 

'  Order  is  Heaven's  first  law.' 

Without  subordination  on  the  part  of  your  scholars, 
without  good  government  on  your  own,  you  may  as  well 
expect  the  course  of  nature  to  change,  as  that  your  school 
will  make  any  considerable  progress.  In  order  to  be 
able  to  govern  your  pupils,  remember  you  must  govern 
yourselves,  If  the  instructer  have  but  little  command 


SCHOOL-MASTERS.  59 

over  his  own  feelings,  if  he  be  angry  at  one  time,  fretful 
at  another,  easily  excited  to  laughter  at  another — he  can- 
not exhibit  that  firames  of  purpose,  which  always  com- 
mands respect.  '  Correction  administered  in  anger  has 
no  effect  to  humble  or  reclaim  the  offender.'  It  shows 
even  to  a  child,  that  he  who  administers  it,  is  guilty  of  a 
fault  as  great  as  his  own.  Temptations  to  excitement 
will  undoubtedly  occur.  A  scholar  may  be  impudent ; — 
from  his  ignorance  of  good  manners,  or  in  a  sudden  gust 
of  passion,  he  may,  perhaps,  grossly  insult  you.  Hard- 
ly any  thing  is  more  apt  to  call  forth  anger,  than  an  in- 
sult from  an  inferior.  But  still  the  indulgence  of  anger 
is  very  unwise.  If  a  pupil  commit  a  fault  he  ought  cer- 
tainly to  be  called  to  an  account ;  but  if  the  teacher,  by 
an  unmanly  indulgence  of  passion,  descend  to  the  level 
of  a  child,  he  cannot  expect  to  benefit  him  materially  by 
any  correction  administered  in  such  a  state  of  mind. 

There  is  another  particular,  in  which  it  is  very  impor- 
tant you  should  govern  yourselves.  Be  careful  to  make 
no  contemptuous  remarks  concerning  any  of  your  pupils. 
Such  remarks  may  excite  a  smile  from  the  rest  of  the 
school,  but  it  will  not  be  the  smile  of  approbation.  The 
affections  of  that  pupil,  you  have  lost ;  and  every  effort, 
to  benefit  him  by  your  instructions,  will  do  him  very  little 
good.  You  may,  and  will  often  see  things  that  might 
seem  to  give  occasion  for  such  remarks  but  as  your  de- 
sign is  to  benefit  your  scholars,  use  a  proper  method  to 
correct  the  fault,  and  there  let  it  rest.  If  the  pupil  make 
a  blunder,  he  may  be  reproved  calmly  for  his  careless- 
ness, but  never  should  he  be  made  the  butt  of  ridicule. 

It  is  of  equal  importance  that  you  should  govern  your- 
selves in  regard  to  such  speeches  as  may  hold  up  families 
to  derision.  You  may  see  many  things,  in  family  man- 
agement to  excite  a  smile,  and  many  things  which  really 
deserve  censure.  But  such  censure  does  not  come  well 
from  the  instructer  of  their  children.  To  be  ridiculed 
by  the  schoolmaster  will  have  very  little  effect  to  correct 
improprieties.  If  you  say  any  thing  at  all  let  it  be  sim- 
ply a  remark  on  what  has  been  the  mode  or  what  has 
been  the  opinion  of  others,  and  leave  the  school  to  draw 
the  inference  for  themselves.  I  will  not  blame  you  for 


60  LECTURES    TO 

being  diverted,  sometimes,  at  what  you  may  observe  in 
family  management.  I  know  well  that  the  eccentricity^ 
sometimes  observable,  cannot  fail  to  amuse  or  to  vex 
you.  But  still,  keep  your  reflections  to  yourselves. 

Some  of  these  points  may  appear  of  very  trilling  im- 
portance to  you,  out  much  of  your  success,  in  the  busi- 
ness of  teaching,  depends  on  little  tilings. 

After  having  used  proper  exertions  to  govern  your- 
selves, you  will  be  prepared  to  govern  those  placed  un- 
der your  care.  An  important  object  will  have  been  gain- 
ed, when  you  have  brought  yourselves  to  feel  that  to  gov- 
ern the  school  is  of  primary  importance,  and  that  you 
can  and  will  have  proper  discipline  and  order.  When 
you  have  imbibed  these  feelings,  your  scholars  will  read 
them  in  your  countenance,  and  will  expect  nothing  else. 
But  the  moment  the  instructor  indulges  in  the  apprehen- 
sion, that  he  cannot  govern — that  it  is  impossible  for  him 
to  have  proper  order,  he  may  just  as  well  tell  his  feelings 
to  the  whole  school ;  the  scholars  will  not  be  slo\fr  to 
read  his  thoughts,  and  will  '  govern  themselves  accord- 
ingly.1 

It  is  not  my  design  to  say,  that  all  have  equal  ability 
to  govern,  or  that  the  object  is  accomplished  when  the 
teacher  has  made  the  decided  resolve  to  be  master ;  but  J 
wish  to  be  understood  to  say,  that  no  one  can  exercise  a 
proper  and  uniform  authority,  any  longer  than  he  be- 
lieves he  can  do  so.  This  is  a  natural  principle.  When 
we  believe  we  can  obtain  a  desired  object,  we  try,  but 
when  we  think  we  cannot,  our  efforts  are  feeble. 

The  next  direction  in  regard  to  government  is,  Con- 
sider your  scholars  as  reasonable  and  intelligent  beings. 
As  such,  they  will  be  influenced  by  motives,  when  prop- 
erly presented.  They  may  easily  be  brought  to  know; 
that  they  are  happier  when  they  do  right  than  when  they 
do  wrong.  And  when  the  right  and  the  wrong  are  both 
placed  distinctly  before  them,  they  will  seldom  call  the 
wrong  object  the  right,  or  the  reverse.  Right  and  wrong 
may  be  exhibited  to  the  child  of  very  few  years,  and  he 
may  be  required  to  decide  which  he  will  pursue.  This 
appeal  will  usually  exert  a  far  better  influence  upon  him, 


SCHOOL-MASTERS.  61 

in  leading  him  to  duty,  than  any  that  can  be  effected  by 
the  infliction  of  stripes.* 

I  shall  be  better  understood  in  what  I  wish  to  say  on 
this  point  by  an  example. 

A  complaint  is  made  to  the  instructer,  by  George 
against  John.  John  is  accused  of  having  struck  and 
otherwise  injured  his  school-fellow.  After  ascertaining 
the  fact,  and  finding  that  the  complaint  is  not  without 
foundation,  let  a  course  like  the  following  be  pursued. 

Instructer.  John,  I  am  sorry  to  find  a  complaint  of 
this  kind  brought  against  you.  You  have  been  so  unwise 
as  to  make  yourself  unhappy,  and  to  make  others  un- 
happy also.  You  may  stand  up  and  answer  some  ques- 
tion, which  I  wish  to  ask  you.  Is  it  right  for  one  schol- 
ar to  beat  or  abuse  another  7 

John.     No,  sir. 

Inst.  Do  you  think  that  the  school  could  make  any 
good  progress  in  study,  if  all  the  scholars  should  treat 
each  other,  as  you  have  treated  George  1 

John.     I  think  not. 

Inst.  Are  you  willing  that  one  of  the  larger  boys 
should  beat  you,  or  otherwise  abuse  you  ? 

John.     No,  sir. 

Inst.  Well,  do  you  think  it  is  right  for  you  to  do  to 
others,  as  you  are  unwilling  they  should  do  to  you  1 

John,     I  do  not  think  it  is. 

[This  answer  will,  almost  invariably,  be  given.  Not 
one  child  in  a  thousand  would  give  a  different  one,  where 
the  teacher  commences  with  him  in  a  deliberate  and 
gentle  manner.  Conscience  tells  him  he  has  done  wrong, 
and  he  must  be  uncommonly  hardened,  to  say  that  he 
has  done  right.  If  he  be  inclined  to  excuse  himself,  be- 
cause George  said  or  did  something  that  displeased  him, 
he  should  be  shown  that  he  is  accountable  for  his  own 
conduct,  and  that  misbehaviour  in  another  person  does 
not  alter  the  nature  of  his  own  offence.  That  the  of- 
fence of  one,  does  not  justify  a  far  greater  error  in  an- 
other, may  be  shown  by  reference  to  any  judicial  pro- 
ceeding.] 

*  See  Lect.  xi  of  this  edition. 

6 


62  LECTURES  TO 

Inst.  When  one  scholar  injures  another,  ought  he  to 
make  any  satisfaction  for  it  ? 

John.     I  suppose  he  ought. 

Inst.  Well,  do  you  think  that  you  ought  make  any 
satisfaction  to  George  ? 

John.     I  don't  know  but  I  ought. 

Inst.  I  wish  you  to  give  me  a  definite  answer.  Is  it 
right  or  is  it  wrong  for  you  to  make  satisfaction  1 

John.     It  is  right. 

Inst.  Are  you  willing  to  do  right  when  you  know 
what  is  right  ? 

John.     [After  some  hesitation,]  Yes,  sir. 

Inst.  Are  you  willing  then  to  go  to  George  and 
make  satisfaction  ? 

[Here  he  will  probably  hesitate  again,  but  after  re- 
peating the  question  several  times,  will  probably  say 
that  he  is.  In  pursuing  a  mode  similar  to  this,  a  great 
many  times,  I  have  scarcely  found  an  instance  where 
the  culprit  has  not  said  he  was  willing  to  make  satisfac- 
tion to  the  injured  party.  He  may  then  be  sent  to 
George,  to  ask  what  satisfaction  he  shall  make.  George 
will  probably  say,  '  ask  forgiveness,'  or  something  simi- 
lar. If  such  a  course  appear  reasonable,  he  should  be 
required  to  do  so,  and  then  to  return  to  the  master.] 

Inst.  You  have  done  what  is  right,  in  regard  to 
George,  but  that  does  not  make  satisfaction  to  others 
who  have  been  injured.  You  have  set  a  very  bad  exam- 
ple,— have  broken  the  rules  of  the  school,  and  have 
caused  the  loss  of  time,  which  might  have  been  improved 
in  gaining  knowledge.  Is  it  not  right,  therefore,  that  I 
should  have  satisfaction  in  behalf  of  the  school  ? 

John.     I  suppose  it  is. 

Inst.  Yes,  it  is  right  that  every  offence  should  be 
suitably  atoned  for.  And  this  must  be  complied  with  in 
your  case.  I  have  not,  however  reflected  on  the  subject 
sufficiently,  and  shall  defer  it  till  two  o'clock  to-mor* 
row,  and  shall  attend  to  it  precisely  at  the  time  ap- 
pointed. I  hope  you  will  yourself  reflect  much  on  the 
subject,  and  be  able  to  tell  me  what  is  right  for  me  to 
require. 

It  has  ever  appeared  to  me,  that  punishment,  if  it  be- 


SCHOOL-MASTERS.  63 

come  necessary  in  any  case,  should  be  deferred  for  a  sea- 
son. But  precisely  at  the  time  set,  it  should  be  attended 
to.  By  deferring  the  subject,  as  in  the  case  above-men- 
tioned, the  pupil  has  opportunity  to  reflect.  He  is  in- 
duced to  reflect  on  the  nature  of  his  offence,  that  he  may 
form  an  idea  of  the  punishment  he  shall  probably  re- 
ceive. Such  reflection  will  be  of  more  service  to  him, 
than  any  severity  whatever.  Indeed,  I  have  seldom 
been  obliged  to  call  a  scholar  to  account  more  than 
once,  where  I  have  pursued  the  course  here  recom- 
mended. 

I  will  suppose  another  case,  to  illustrate  the  direction 
to  treat  the  scholars  as  moral  and  intellectual  beings. 

Laura  comes  to  the  master  and  wishes  to  be  excused 
from  writing  a  composition,  which  has  been  required  of 
her. 

Instructor.  Why  do  you  wish  me  to  excuse  you, 
Laura  ? 

Laura.  I  don't  know  what  to  write — I  cannot  write 
any  thing  fit  to  be  seen. 

Inst.  Well,  Laura,  we  will  converse  about  it.  Do 
you  wish  to  be  excused  from  spelling,  reading,  or  writ- 
ing ? 

Laura.     No,  sir. 

Inst.  Why  not  from  these  as  well  as  from  writing 
composition  ? 

Laura.  They  are  easy,  arid  besides  we  could  not  do 
without  them. 

Inst.     Could  you  always  read,  Laura  ? 

Laura.     No,  sir. 

Inst.     How  is  it  that  you  can  read  now  ? 

Laura.     I  have  learned  how. 

Inst.  How  long  were  you  in  trying  to  read,  before 
you  could  read  with  ease  ? 

Laura.     I  do  not  know,  it  was  a  long  time. 

Inst.  Did  you  tell  the  master  that  you  wished  to  be 
excused,  and  that  you  never  could  learn,  and  that  you 
could  not  read  in  a  way  fit  to  be  heard  ? 

Laura.     No,  I  did  not. 

Inst.  I  saw  you  knitting  and  sewing  the  other  day  : 
could  you  always  knit  and  sew  ? 


64  LECTURES    TO 

Laura.     I  could  not. 

In st.     How  then,  can  you  now? 

Laura.     Because  I  have  learned. 

In  st.     How  did  you  learn  ? 

Laura.     By  trying. 

Inst.  Did  you  tell  your  mother  she  must  excuse  you 
from  knitting  and  sewing,  for  you  did  not  know  how  ? 

Laura.     I  did  not. 

Inst.     Why  did  you  not  ? 

Laura.  I  knew  if  I  did  not  keep  trying  I  could  never 
learn,  and  so  I, kept  on. 

Inst.  Do  you  think  it  is  necessary  to  know  how  to 
write  letters,  and  to  express  ourselves  properly  when 
writing  ? 

Laura.     O  yes,  sir. 

Inst.  You  expect  to  have  occasion  to  write  letters,  do 
you  not  ? 

Laura.  I  presume  I  shall,  for  I  have  written  to  my 
brother  and  cousin  already. 

Inst.  Then  you  think  if  I  should  help  you  learn  to 
write  a  letter  or  other  piece  of  composition  properly, 
that  I  should  do  you  a  great  benefit. 

Laura.     I  suppose,  sir,  you  would. 

Inst.  Is  it  right  for  me  to  benefit  the  school  as  much 
as  I  can,  or  only  in  part  ? 

Laura,  I  suppose,  sir,  you  ought  to  help  them  all  you 
can. 

Inst.  Ought  I  to  help  you  as  much  as  I  can,  in  learn- 
ing that  which  wHl  be  a  benefit  to  you  ? 

Laura.     Yes,  sir. 

Inst.  Now  I  will  answer  you.  You  asked  if  I  would 
excuse  you  from  writing  ?  1  will  do  so,  if  you  think  I 
could  be  justified  in  neglecting  to  benefit  you  all  that  I 
can.  If  you  can  say  sincerely,  that  you  believe  it  is  my 
duty  to  do  wrong  to  the  school  by  indulging  them  in  ne- 
glecting what  they  ought  to  learn,  then  I  will  comply 
with  your  request. 

By  a  course  like  the  above,  the  scholar  is  led  to  see 
that  you  act  on  principle — that  you  wish  the  best  good  of 
those  committed  to  your  care.  The  child  whom  you 
treat  in  this  way  will  be  led  to  reflection,  and  will  inquire 


SCHOOL-MASTERS.  65 

what  views  the  instructer  will  take  on  the  subject,  before 
he  concludes  to  come  to  you  with  it.  As  far  as  prac- 
ticable, explain  to  the  school  the  reason  of  every  thing 
you  do.  Let  them  know,  that  you  regard  their  good  in 
all  the  regulations  you  may  make.  Explain  to  them  the 
reason  why  you  consider  one  thing  right  and  anoth- 
er wrong,  and  they  will  understand  you,  and  will  be 
governed  far  more  easily  than  by  the  whip  and  ferula. 
In  no  way  can  you  so  readily  conciliate  the  willing  obe- 
dience of  your  scholars,  as  by  pursuing  this  course,  and 
in  no  way  can  you  sooner  make  them  your  enemies,  than 
by  the  opposite.  Reason  should  be  equally  your  guide  in 
making  laws  and  in  executing  them — in  granting  the  re- 
quests of  your  scholars  and  refusing  them.  First  ask 
yourself,  is  the  request  a  reasonable  one  ?  and  after  using 
proper  means  to  know,  and  taking  time  to  decide,  let  the 
decision  be  such  as  duty  requires.  You  may  not  always 
be  able  to  decide  in  a  moment ;  if  not,  take  time,  remem- 
bering that  no  decision  at  all,  is  preferable  to  a  wrong 
one,  and  while  the  scholar  is  waiting  to  know  the  opin- 
ion you  entertain,  he  will  generally  be  led  to  reflect  on 
the  principles  by  which  you  will  be  governed,  and  will 
commonly  be  prepared  to  submit  to  your  decision. 

The  next  direction  on  the  subject  of  government  is,  let 
it  be  uniform.  Many  fail  on  this  "point.  I  am  willing  to 
confess  it  is  very  difficult  to  be  so,  while  the  health  and 
spirits  of  most  men  fluctuate  so  much  as  they  do.  But 
still,  uniformity  is  indispensable.  I  have  seen  some  men 
very  strict  one  day,  and  very  indulgent  the  next.  I  have 
myself  been  called  to  account  for  doing  that,  which  at 
some  previous  time  had  appeared  to  please  the  master. 
To  approve  to-day,  what  you  punish  to-morrow,  is  cer- 
tainly very  bad  management.  But  to  something  of  this, 
every  teacher  is  in  a  greater  or  less  degree  exposed,  from 
the  different  states  of  temper  and  spirits  in  which  he  finds 
himself.  We  can  bear  fatigue  at  some  times  better  than 
at  others.  When  suffering  under  a  head-ache,  a  school 
may  appear  to  us  very  noisy,  which  at  another  time  would 
appear  very  still,  so  different  are  the  states  of  the  nervous 
system  at  different  times. 

Another  fault  to  which  this  direction  has  special  refer- 
6* 


66  LECTURES    TO 

once,  is  one  that  exists  in  many  schools,  where  the 
ttndl/  scholars  are  strictly  governed  while  the  larger  do 
nearly  as  they  please.  1  have  often  seen  the  child  of  MX 
years  punished  severely  lor  a  fault,  that  was  hardly  noticed 
when  committed  by  a  young  man  of  eighteen.  This  i> 
unreasonable — it  /.<  wicked.  If  there  is  to  be  any  diii'er- 
ence  in  the  treatment  of  the  two  cases  it  should  be  on 
the  other  side.  But  I  would  still  say,  govern  the  lar^<- 
and  small  scholars  by  the  same  general  rules.  The  el- 
der ones  should  never  be  suffered  to  transgress  laws  which 
you  have  made  for  the  government  of  the  whole.  They 
will  respect  you  the  less,  for  indulging  them  in  what  is  im- 
proper ;  and  will  show  a  growing  disregard  for  your  feel- 
ings, authority  and  usefulness. 

Do  you  say  the  oldest  scholars  are  to  govern  themselves. 
and  that  your  business  is  only  with  the  younger  ones  1 
Presume  not  on  this.  Those  who  have  arrived  at  years 
of  manhood,  ought  to  govern  themselves  ;  but  they  must 
be  different  from  the  great  mass  of  youth,  not  to  need 
much  restraint.  When  it  becomes  necessary  to  establish 
a  rule  in  the  school,  see  that  it  is  regarded  by  all  ;  and 
you  will  find  your  task  much  easier,  and  will  gain  the 
confidence  of  the  whole  school  more,  than  by  the  oppo- 
site course. 

Another  direction  on  the  subject  of  school-government 
is,  let  it  always  be  characterized  byjirmness.  This  is 
connected  with  the  preceding  direction,  but  it  means 
more  than  to  govern  merely  with  uniformity.  The  first 
question  to  be  decided  is,  whether  the  rule  you  have 
established  be  a  reasonable  one.  In  regard  to  this,  great 
care  should  be  taken  that  you  do  not  misjudge.  Your 
rules  should  not  be  numerous,  and  those  which  are  estab- 
lished, should  be  well  understood.  When  this  is  done, 
see  that  all  your  requisitions  are  strictly  complied  with. 
Partial  obedience  is  but  little  better  than  disobedience 
If  you  direct  a  scholar  to  come  to  you,  and  he  come* 
halfway  and  stops,  your  command  is  not  complied  with; 
he  has  not  obeyed  you.  Now,  if  you  dispense  with  your 
order,  after  a  partial  obedience,  he  must  either  suppose 
your  command  an  unreasonable  one,  or  that  you  have  not 
resolution  to  see  it  fully  obeyed.  The  impression  on  his 


SCHOOL-MASTERS.  67 

mind  will,  in  either  case,  be  unhappy  ;  and  you  had  bet- 
ter issue  no  orders  than  command  and  then  dispense  with 
a  full  obedience.  Let  it  be  known  as  your  established 
rule,  that  every  reasonable  requisition  must  be  fully  com- 
plied with,  and  you  will  find  it  far  easier  to  secure  im- 
plicit obedience,  than,  in  the  other  case,  to  have  a  partial 
regard  paid  to  your  orders.  If  a  scholar  ask  of  you  some 
indulgence,  be  sure  to  examine  its  propriety  before  you 
say  no  or  yes,  to  his  request.  But  when  you  have  said 
yes  or  no,  adhere  to  this  one  answer.  To  deny  the  re- 
quest of  a  scholar  when  it  is  first  made,  and  then  in  a  few 
minutes,  grant  what  he  desires,  because  he  continues  ask- 
ing, is  certainly  injudicious.  If  he  give  a  good  reason 
for  repeating  his  request,  you  may  change  your  direction. 
But  the  reason  ought  to  be  known  atjirst,  and  then  the 
answer  given  with  reference  to  it. 

I  have  not  unfrequently  visited  schools,  where  if  a 
scholar  asked  leave  to  go  out — the  answer  was  instantly 
given,  4  No ;  sit  down.'  Within  a  minute  the  request 
was  repeated — the  answer  again  was  *  No.'  But  after 
the  question  had  been  repeated  half  a  dozen  times,  the 
patience  of  the  master  seemed  to  be  exhausted,  and  he 
replied,  '  Yes,  yes,  I  had  rather  you  would  go,  than  to 
keep  asking  all  the  time.'  Now  the  impression  was  left 
on  the  mind  of  that  scholar,  that  the  teacher  had  less  re- 
gard to  what  was  right  or  wrong  in  the  case,  than  he  had 
to  his  own  convenience.  He  must  have  considered  his 
teacher  as  fickle  in  mind,  and  therefore  his  respect  for 
him  must  have  been  diminished. 

The  schoomaster,  harassed  by  the  many  questions 
asked  him  during  the  day,  is  in  danger  of  forming  the 
habit  of  answering  them  without  consideration,  and 
merely  to  be  rid  of  them.  But  instead  of  preventing,  this 
greatly  adds  to  his  inconvenience.  The  school  ought  to 
be  taught,  that  4  no  means  no,  and  yes  means  yes,  and  must 
means  must.'  You  pronounce  a  word  to  a  scholar  for 
him  to  spell,  and  he  says  he  cannot.  You  tell  him  to 
4  try,'  but  he  still  says  he  cannot  spell  it.  Now  if  you 
put  it  to  the  next,  and  suffer  him  to  disobey  your  order, 
the  influence  is  decidedly  bad.  It  is  reasonable  that  he 
should  try,  if  you  have  ordered  him  to  do  so  ;  and  your 


68  LECTURES    TO 

requirement  should  not  be  abandoned.  Shew  a  deter- 
mination to  be  exactly  obeyed  in  every  reasonable  direc- 
tion, and  let  this  determination  be  constant,  whether  the 
requirement  be  trifling  or  important.  Hardly  any  thing 
can  have  a  worse  elicct  than  to  command  and  not  be 
obeyed — to  threaten  or  promise  and  not  to  perform — to 
make  laws  and  not  to  insist  on  their  execution.  Disorder 
and  confusion  must  be  the  consequence.  Scholars  will 
very  soon  learn  to  disregard  all  that  you  say — will  disbe- 
lieve your  promises  and  neglect  your  commands.  If  you 
punish  disobedience,  this  will  excite  anger,  because  you 
had  threatened  a  punishment  for  the  same  offence  before, 
but  had  not  inflicted  it.  When  punishment  excites  anger 
only,  it  does  no  good.  I  will  only  add  that,  without  firm- 
ness of  purpose  in  the  government  of  a  school,  it  will  be 
impossible  to  make  that  school  pleasant  to  the  teacher, 
or  profitable  to  the  pupil. 


LECTURE    VII. 


THE  subject  of  government  was  commenced  in  the  last 
Lecture,  and  will  be  continued  in  this.  The  next  direc- 
tion to  which  I  wish  to  call  your  attention  is — Lei  the 
government  of  the  school  be  impartial.  In  this  direction  I 
do  not  wish  to  imply  that  you  are  to  exercise  the  same 
feelings  towards  every  individual  in  the  school.  The 
good  instructer  will  love,  and  he  ought  to  love,  the  good 
scholar  more  than  the  bad.  He  cannot,  and  he  will  not 
feel  an  equal  regard  for  the  obedient  and  the  disobedient, 
for  the  docile  and  the  perverse.  But,  notwithstanding 
this,  he  should  be  impartial.  The  law  for  one  should  be 
the  law  for  all.  Though  you  cannot  love  an  idle,  heed- 
less, unmannerly  boy,  so  much  as  the  affectionate,  studi- 
ous, and  obedient  one,  still  you  should  govern  them  alike. 
When  the  good  scholar  commits  a  fault,  if  you  neglect  to 


SCHOOL-MASTERS.  69 

call  him  to  account  for  it,  and  punish  a  less  agreeable 
scholar  for  a  similar  offence,  the  latter  will  accuse  you  of 
injustice,  and  with  good  cause.  For  if  you  have  made  a 
law,  it  is  for  the  whole  school,  and  should  be  regarded  by 
all. 

No  complaint  is  more  frequently  heard,  than  that  the 
instructer  is  partial,  that  he  treats  one  better  than  another, 
<fcc.  This  sometimes  proceeds  from  distrust  on  the  part 
of  parents,  occasioned  sometimes  by  listening  to  the  tales 
of  children,  told  when  they  have  been  punished.  With- 
out great  care  on  the  part  of  the  master,  he  will  be  be- 
trayed into  a  greater  or  less  degree  of  the  fault  above 
every  day  named.  There  may,  indeed,  sometimes  be  a 
propriety  in  making  a  difference  in  the  treatment  of  the 
same  crime  under  different  circumstances.  The  same 
law  may  be  broken  by  two  persons,  and  very  different 
degrees  of  criminality  be  attached  to  them.  The  man 
who  passes  you  a  counterfeit  dollar  ignorantly,  breaks 
the  letter  of  the  law,  as  much  as  the  knave  who  passes  it 
knowingly.  But  the  first  is  guilty  of  no  intentional  fraud. 
One  scholar  may  transgress  a  reasonable  rule  of  the 
school,  and  may  have  been  led  to  it  by  the  persuasion  of 
those  older  or  better  informed  than  himself;  wrhile 
another  is  guilty  of  the  same  offence,  without  any  pallia- 
ting circumstances.  There  may  be  a  propriety  in  trea- 
ting them  very  differently,  and  in  so  doing  you  need  not 
be  guilty  of  partiality.  When  the  circumstances  are  the 
same,  the  treatment  should  be  uniform. 

Partiality,  if  exhibited  in  your  treatment  of  scholars, 
will  deprive  you  of  their  confidence.  Children  are  not 
slow  to  discover  it,  where  it  exists,  and  when  they  be- 
lieve that  one  of  their  number  may  do  wrong  and  go  un- 
punished, while  another  will  be  treated  with  severity  for 
the  same  offence,  it  is  impossible  to  exert  much  useful  in- 
fluence over  them.  There  is  a  lack  of  improvement  to 
them,  and  much  inconvenience  to  the  master  ;  and  not 
only  this,  but  he  is  guilty  of  doing  wrong,  and  must  suf- 
fer the  reproof  of  his  own  conscience. 

Finally,  in  the  government  of  the  school,  consult  not 
only  your  own  convenience  and  the  present  welfare  of 
the  scholars,  but  pursue  that  course  which  shall  produce 


70  LECTURES    TO 

the  most  lasting  and  beneficial  results.  To  do  this,  the 
instructer  must  he  matter  in  all  places  and  at  all  hours. 
It  is  not  enough  that  you  govern  and  restrain  them  dur- 
ing school  hours  ;  but  you  must  regard  their  conduct,  at 
all  other  times  when  they  are  not  under  the  care  of  their 
parents.  I  have  sometimes  been  acquainted  with  instruc- 
tors, who  seemed  to  care  for  the  behavior  of  their  pupils 
only  while  they  were  in  school.  By  a  proper  course  the 
master  may  as  easily  direct  the  amusement  and  play  of 
his  scholars,  as  their  studies,  and  it  is  hardly  less  impor- 
tant that  he  should  do  so.  For  this  purpose,  he  ought  to 
show  an  interest  in  their  sports,  and  a  willingness  that 
they  amuse  themselves  during  the  usual  intermissions  of 
study.  The  difference  between  different  kinds  of  exer- 
cise or  amusement  should  be  carefully  pointed  out,  and 
such  as  may  be  injurious  should  be  prohibited.  Those 
which  may  corrupt  the  morals  or  the  taste,  and  have 
a  tendency  to  injure  the  health  or  limbs,  should  be 
discountenanced.  In  general,  such  exercises  as  tend  to 
excite  jealousies  and  hatred,  or  to  interest  the  mind  so 
much  as  to  divert  it  from  books  and  study,  together  with 
all  the  games  of  hazard  and  chance,  are  prejudicial,  and 
should  be  forbidden.  The  tendency  of  all  such,  is  bad. 
Many  of  them  prevent  progress  in  study,  and  all  of  them 
are  injurious  to  the  morals  of  the  scholars.  In  those 
districts,  where  the  male  and  female  members  continue 
at  the  school-room,  during-  intermission,  the  subject  of 
proper  exercise  requires  much  more  attention,  than  in 
villages  where  scholars  return  to  their  parents.  Every 
exercise  that  is  immodest  or  unbecoming  should  be  pro- 
hibited, and  whatever  would  give  offence  to  delicate 
minds,  of  either  sex,  cannot  be  approved. 

In  order  to  be  able  to  exercise  a  full^and  judicious  con- 
trol, it  will  be  very  important  that  the  school  should  know 
what  you  approve  and  ,what  you  disapprove,  and  the  rea- 
sons on  which  your  opinion  is  founded.  Exercise  or 
play,  proper  in  one  school,  may  be  impracticable  or  in- 
expedient in  another.  There  may  be  circumstances 
that  will  have  a  very  important  influence  in  directing 
your  recommendation  of  exercise.  It  should  be  your  ob- 
ject  to  examine  what  may  be  attended  with  the  fewest 
evils  and  the  greatest  good, 


SCHOOL-MASTEfcS.  71 

There  is  another  point  on  which  I  wish  to  make  a 
passing  remark.  It  relates  to  the  manner  of  speaking  in 
the  school,  proper  to  be  observed  both  by  teacher  and 
pupil. 

It  will  generally  be  found  true,  that  the  mode  of  ad- 
dress adopted  by  the  teacher  in  speaking  to  the  scholars, 
will  be  copied  by  them  in  addressing  each  other.  Every 
thing  dictatorial,  lordly  and  austere  should  be  avoided. 
A  spirit  of  affection  should  be  infused  into  the  whole 
school.  Ask  a  scholar  to  do  what  you  desire,  in  just 
such  a  tone  as  you  would  naturally  use  in  asking  a  favor 
of  a  superior.  Never  command  till  the  pupil  has  ne- 
glected to  do  as  you  requested  him.  It  is  very  ill-judged 
to  display  your  authority  before  there  is  any  encroach- 
ment upon  it,  or  any  disposition  shown  to  disregard  it. 

Perhaps  there  is  no  way,  in  which  the  children  may 
be  led  to  speak  kindly  and  affectionately  to  each  other, 
so  easily,  as  by  the  example  of  the  teacher  in  speaking 
kindly  and  affectionately  to  them.  And  if  any  suppose 
that  they  are  adding  to  their  dignity  and  importance  in 
the  estimation  of  their  scholars,  by  assuming  airs  of 
great  superiority  or  lordliness,  such  persons  must  have 
very  little  knowledge  of  human  nature,  and  of  the  art 
of  pleasing.  President  Monroe  lost  none  of  his  dignity, 
when,  during  his  tour  to  New  England,  he  cordially  took 
the  children  by  the  hand,  and  spoke  kindly  and  affection- 
ately to  them. 

If  it  is  ever  necessary  to  call  a  child  to  account  for 
improper  conduct,  the  same  affectionate  manner  is  re- 
commended. I  would  much  rather  say  to  a  child  whom 
I  saw  breaking  some  important  rule  of  the  school — - 
*  John,  you  may  come  to  me,'  than  to  say  '  Come  here, 
John.'  The  more  he  sees  you  benevolent,  kind  and  af- 
fectionate, the  more  plainly  will  he  see  the  impropriety 
of  breaking  those  laws,  which  are  designed  by  you  for 
his  own  benefit. 

In  this  connection,  it  will  be  expected,  that  I  say  some- 
thing on  the  subject  of  punishments  ;  for,  after  the  great- 
est fidelity  and  discretion  on  the  part  of  an  instructer, 
there  will  be  some,  who  will  not  yield  a  reasonable  and 
cheerful  obedience.  Such  must  be  punished  both  for 


72  LECTURES    TO 

their  own  reformation  and  as  a  warning  to  others.  It 
would  be  doing  injustice  to  those  who  are  well  disposed, 
to  sutler  the  bad,  by  their  frequent  misconduct,  to  pre- 
vent them  from  making  the  progress  they  desire. 

I  have  already  supposed  a  case,  where  a  scholar  was 
found  guilty  of  doing  wrong,  and  have  pointed  out  the 
way  iu  which  I  would  proceed  in  that  particular  case. 
I  shall  now  give  you  a  few  general  directions,  with  reirurd 
to  government.  Let  me  ask  you  to  examine  them  atten- 
tively, and  if  reasonable,  adopt  them. 

1.  Never  be  in  haste  to  believe   that    a  pupil  has   done 
wrong ;  and  be  not  in  haste  to  accuse  him.     If  not  guilty, 
he  feels  grieved  that  you   should  suppose  him  to  be  so. 
After  having  been  wrongfully  accused,  he  will  probably 
have  less  dread  of  doing  wrong  than  before, — for  he  al- 
ready feels  in  some   measure   degraded,  in  having  been 
supposed  guilty.     It  is   a  principle  in  the  civil   law,  4  to 
suppose  every  man  innocent  till  he  is  found  guilty.'     In 
every  case,  an  inquiry  for  evidence  of  the  fact,  ought  to 
precede  our  accusation.     To  make  inquiry  for  evidence 
to  prove  the  innocence  of  a  scholar,  may  often  be  attend- 
ed with  happy  consequences.     If  acquitted  by  the   evi- 
dence adduced  in  his  favor,  he  will  love  his  teacher  the 
better  for  having  pursued  this   course  ;    and  if   proved 
guilty,  he  will  be  more  likely  to  be  affected  by  what  you 
may  say  to  him. 

2.  Be  not  in  haste  to  punish,  when  a  fault  is  committed. 
Your  first  object  should  be,  to  converse  with  the  scholar, 
to  show  him  the   nature  of  his  crime,  and   to    convince 
him  that  he  has  done  that  which,  if  every  one  followed 
his  example,  would  destroy  the  usefulness  of  the  school. 
If  his  crime  be   that  of  profaneness,  lying,  or  any  thing 
in  direct  violation  of  the  laws  of  God,  to  those   all-wise 
laws  he  should  be  referred.     The  awful  consequences  of 
these  vices  to  himself,  should  be  expressly  shown.    Their 
effect  on  the  school,  if  others  should  follow  his  example, 
and   their   effect  on  every  community,  if  all  should   be 
guilty  of  them,  ought  to  be  clearly  exhibited.     After  this, 
he  may  be  required  to  commit  to  memory  those  passages 
in  Scripture,  which  show  with  what  abhorrence  the  Su- 
preme Being  looks  upon  these  enormities,  and  when   he 


SCHOOL-MASTERS.  73 

has  had  sufficient  time  to  reflect  on  the  subject,  he  will 
be  in  a  state  to  be  profited  by  the  punishment.  I  would 
recommend  to  you  never  to  punish  an  offence  the  same  day 
on  which  it  is  committed.  The  scholar  will  usually  en- 
deavor to  forget  the  subject,  when  the  punishment  is 
over,  but  he  cannot,  when  he  knows  it  is  to  come.  It 
may,  at  times,  be  proper  to  defer  it  for  two  or  three  days, 
or  a  week.  Whenever  the  time  arrives,  it  should  be  at- 
tended to,  to  the  exclusion  of  every  thing  else.  Before 
being  punished,  he  should  be  interrogated  concerning  the 
degree  of  punishment,  which  he  thinks  his  crime  de- 
serves, and  if  he  appears  to  view  his  offence  as  more 
trifling  than  he  ought,  it  is  important  to  make  him  sensi- 
ble, if  possible,  of  his  error.  If  you  must  punish,  do  it 
with  seriousness.  To  exhibit  any  levity,  to  laugh  while 
you  are  inflicting  punishment,  must  always  be  attended 
with  bad  consequences.  The  sufferer  cannot  feel  oth- 
erwise than  indignant.  He  will  have  good  reason 
to  accuse  you  of  a  wanton  delight  in  cruelty,  rather 
than  give  you  the  credit  of  having  a  desire  to  do  him 
good. 

3.  Decide  on  such  a  mode  as  will  be  most  likely  to 
benefit  the  scholar,  and  prevent  a  repetition  of  the  crime. 
Those  punishments,  which  kave  an  effect  on  the  body 
only,  usually  do  little  to  prevent  crime,  or  reclaim  the 
guilty.  As  far  as  possible  strive  to  have  it  a  punishment 
that  will  affect  the  mind,  rather  than  the  body.  To  re- 
quire the  delinquent  to  ask  forgiveness  of  the  master,  or 
of  the  school— sometimes  to  require  him  to  read  a  writ- 
ten confession  to  the  school,  parents,  or  guardians, 
will  have  the  desired  effect.  Much  must  be  left  to  the 
judgment  of  the  master  at  the  time.  Punishment  should 
be  varied  with  the  disposition,  age,  or  circumstance  of 
the  scholar,  or  the  nature  of  his  offence.  It  is  undoubt- 
edly true,  that  corporal  punishment  should  be  the  last 
resort.  When  every  thing  else  fails,  you  may  have  re- 
course to  that.  It  is  sometimes  necessary — it  sometimes 
does  good.  But  yet  I  am  fully  persuaded  it  is  seldom 
necessary.  Where  a  reasonable,  calm,  and  decided 
course  is  adopted, — where  an  instructer  makes  an  ap- 
peal to  the  moral  sensibility  of  the  child,  and  shows  him 
7 


74  LECTURES  TO 

the  nature  of  his  fault,  experience  has  satisfied  me,  that 
recourse  to  it  will  not  be  necessary,  except  in  a  few  in- 
stances, where  the  child  seems  devoid  of  sensibility,  or 
where  he  has  been  neglected  till  his  passions  are  too 
strong  to  be  controlled  by  his  reason. 

4.  Always  make  the  punishment  effectual.  This  rule 
is  important,  whether  the  punishment  be  of  one  kind  or 
another.  If  the  child  deserves  the  punishment,  it  should 
not  pass  off,  till  he  is  brought  to  feel  it  as  such,  and  to 
realize  the  nature  of  the  crime,  which  he  has  committed. 
It  is  sometimes  true,  that  a  child  punished  but  slightly,  is 
only  injured,  and  not  benefitted  by  it.  He  boasts  that 
his  chastisement  did  not  hurt  him — that  he  does  not  care, 
and  sometimes,  that  he  loves  to  be  punished.  Now  if 
the  subject  passes  off  in  such  a  way,  it  would  have  been 
better,  probably,  to  have  neglected  punishment  entirely. 
His  chastisement  does  him  no  good,  if  it  does  not  hum- 
ble him,  and  cause  him  to  fear  being  brought  again  un- 
der the  censure  of  his  instructer. 

Connected  with  punishments,  is  the  subject  of  rewards. 
These  may  sometimes  be  beneficial,  but,  as  they  are 
usually  bestowed,  they  probably  do  as  much  harm  as 
good.  To  promise  a  reward  is  often  an  excitement  to 
study,  for  the  sake  of  the  reward  ;  not  as  a  duty,  or  from 
a  love  of  learning,  or  a  desire  to  merit  the  approbation 
of  the  wise  and  good. 

When  a  single  prize  is  offered  to  a  number  of  com- 
petitors, those  who  hope  to  gain  it,  will  be  excited  to 
emulation  and  to  envy ;  and  those,  who  have  no  such 
hope,  will  usually  be  discouraged,  and  probably  make 
less  progress,  than  if  none  had  been  offered.  I  would 
advise  you  to  promise  no  rewards,  and  if  you  ever  give 
them,  let  such  honors  be  grounded  on  the  excellence  of 
the  scholar,  his  industry,  and  faithfulness,  rather  than 
the  amount  of  knowledge  he  obtains  in  a  given  time. 
One  scholar  may  require  a  week  to  learn,  what  another 
will  accomplish  in  a  day.  If  the  former  perseveres  and 
is  faithful  in  his  slow  and  toilsome  progress,  he  is  to  be 
commended"  rather  than  the  other,  for  he  has  greater 
obstacles  to  encounter,  and  has  succeeded  in  surmount- 
ing them.  It  is  not  impossible,  but  he  may  be  the  most 


SCHOOL-MASTERS.  75 

benefitted  of  the  two.  For  it  is  commonly  true,  that 
those  who  learn  very  easily,  forget  as  easily,  while  those 
who  learn  slowly,  remember  what  they  have  acquired. 
It  is  not  unusual  for  the  slow  gains  of  the  mechanic,  to 
be  eventually  more  productive  than  the  rapid  and  golden 
streams  of  the  merchant. 

If  rewards  are  given  at  all,  let  them  be  '  rewards  of 
merit?  and  not  rewards  of  intellectnal  capacity.  The 
dull  of  apprehension  are  not  to  be  punished  for  being 
so,  neither  do  the  more  gifted  merit  praise,  for  what  they 
have  received  from  the  hand  of  God.  And  on  the  whole, 
I  am  inclined  to  believe  the  safest  way  is  to  dispense  with 
rewards  altogether,  when  they  eannot  be  equally  offered 
to  all. 


LECTURE    VIII. 


IN  the  present  Lecture,  I  wish  to  call 'your  attention 
to  the  general  management  of  your  schools.  This  is  a 
subject  of  much  consequence ;  for  though  you  may  be 
able  to  govern  with  ease,  yet  it  is  possible  that  you  may 
fail,  by  ill-directed  effort,  of  accomplishing  all  that  is 
reasonably  expected  of  you.  Though  you  must  fail  in 
every  thing  without  good  government,  yet  government 
alone  will  hot  accomplish  all  the  objects  for  which  a 
school  is  designed. 

In  the  general  management  of  a  school,  it  is  import- 
ant to  keep  in  mind  always,  that  the  great  object  is  to 
prepare  children  to  be  happy  ;  and  to  be  useful  to  them- 
selves and  others — to  teach  them  how  to  acquire  knowl- 
edge and  to  apply  it.  In  a  word,  the  purpose  of  educa- 
tion is  to  teach  how  to  think  and  how  to  act  right  in  all 
the  vicissitudes  of  life.  The  general  management  of  a 
school,  then,  must  be  guided  by  a  reference  to  these  ob- 
jects. It  should  regard  both  the  present  enjoyment,  and 


76  LECTURES    TO 

the  future  good  of  its  members.     Let  me  say  to  everj 
teacher : — 

1.  Endeavor  to  adopt  such  a  course  as    shall  render 
the  school  pleasant  to  those  who  compose  it.     If  children 
are  brought  to  associate  with  it,  a  variety  of  agreeable 
objects,  they  will  be  led  to  think  of  study  as   a  pleasure. 
We  are  all  much   affected  by  the  objects  around  us :    if 
these   are   pleasant,  we   are   pleased  ;  if  gloomy  or  dis- 
gusting, it  is  hardly  possible  for  us  to  be  cheerful.     If  we 
see   others   smile   or  weep,  we   are   disposed  to  do  the 
same.     Let  the  teacher  of  a  school  wear  a  smiling  coun- 
tenance,— let  him  appear  happy,  and  desirous  of  making 
others  so,  and  he  will  hardly  fail  of  seeing  smiling  faces 
and  contented  looks  around  him. 

2.  Reduce  every  thing  to  system.     This  will  have   a 
great  tendency  to  promote  what  is  required  in  the  pre- 
vious advice.     By  means  of  system  much   more   can  be 
accomplished  than  is  possible  without  it.     Irregularity  is 
the  enemy  of  happiness,  and  where  it  extensively  pre- 
vails, it  entirely  prevents   success  in  any  business.     By 
having  a  time  for  every  thing,   and  doing  every  thing  in 
its  season,  you  will  be   enabled   to   avoid   confusion,  to 
know  what  to  do,  and  to  take  pleasure  in  doing  it.     But 
if  you  wait  for  the  subjects  to  present  themselves  before 
you  think  what  to  do,  twenty  things  may  sometimes  come 
up  at  once,  and  in  your  perplexity  to  choose  among  them, 
you  are  unprepared  to  attend  to  any.     He  who  tries  to 
do  many  things  at  once,  will  accomplish  nothing.     *  He 
that  has  many  irons  in  the  fire  must  let  some  of  them 
burn,'  says  an  old,  but  true  proverb. 

In  order  to  introduce  system,  do  only  onl  thing  at  a 
time. 

An  instructer  called  a  class  to  read,  and  in  a  moment 
a  scholar  wished  for  a  copy ;  the  master  neglected  his 
class  and  prepared  to  set  one  ;  while  doing  that,  a  boy 
came  with  a  pen  to  be  mended,  and  before  this  was  done, 
another  Avished  to  be  assisted  in  his  arithmetic.  While 
mending  the  pen  and  looking  at  the  slate,  another  came 
and  wished  to  be  shown  some  place  on  his  atlas  ;  the 
pen  and  the  slate  were  neglected,  and  the  copy  and  the 
class,  and  two  or  three  minutes  were  devoted  to  finding 


SCHOOL-MASTERS.  77 

the  name  on  the  map.  Several  other  calls  were  now 
made  at  once,  and  the  master  neglected  all  the  former  to 
scold  the  latter  for  making  him  so  much  trouble.  Here 
were  ten  or  twelve  scholars,  all  waiting — all  doing  noth- 
ing excepting  the  class  which  had  kept  on  reading,  pro- 
nouncing half  the  words  wrong,  and  neglecting  every 
rule  which  would  have  rendered  the  exercise  useful. 
They  were  then  told  they  had  read  enough,  and  that 
they  might  sit  down.  The  other  matters  were  despatch- 
ed after  a  while,  another  class  was  called  to  read,  and  a 
similar  course  was  pursued !  ! 

Now,  how,  in  the  name  of  common  sense,  can  a  mas- 
ter endure  this  ? — what  benefit  can  the  scholar  derive  1 
The  teacher  had  no  plan — no  system — no  order.  Hence 
he  could  not  avoid  confusion  and  perplexity.  In  all 
sorts  of  business,  system  is  of  great  consequence  ;  in 
schools,  it  is  indispensable,  if  the  happiness  of  either 
teacher  or  pupil  is  sought. 

In  order  to  have  system,  it  is  necessary  to  do  but  one 
thing  at  a  time  ;  to  have  a  time  for  every  thing,  and  to 
attend  to  it  at  that  time.  While  the  class  is  reading,  the 
entire  attention  of  the  teacher  should  be  given  to  that 
exercise.  He  will  thus  be  able  to  give  useful  instruc- 
tions. When  a  class  is  called  to  spell,  let  this  receive 
the  entire  attention  of  both  master  and  scholars.  The 
same  should  be  observed  in  regard  to  writing,  grammar, 
•arithmetic,  geography,  &c.  In  this  way,  every  thing 
will  be  done,  and  done  without  confusion.  But  by  hav- 
ing no  system,  much  must  be  neglected,  that  should  re- 
ceive attention,  and  that  is  poorly  done  which  is  not  en- 
tirely  neglected. 

3.  Another  direction,  which  I  wish  to  give  in  regard 
to  general  management,  is,  let  every  thing  be  done  thor- 
oughly, when  commenced.  It  may  be  said,  perhaps, 
that  there  is  not  time ;  and  that  the  school  is  so  large,  it 
is  impossible  to  go  through  with  the  required  exercises. 
Now  if  this  be  true,  I  still  insist  on  the  direction  to  do 
every  thing  thoroughly,  when  it  is  commenced.  If  a 
subject  of  study  can  be  attended  to  but  once  a  day,  or 
but  once  in  two  days,  the  scholar  will  derive  more  ad- 
vantage from  one  lesson  in  two  days,  if  well  recited  and 
7* 


78  LECTURES  TO 

properly  explained,  than  he  can  from  half  a  dozen,  if 
but  half  recited  and  not  explained.  In  teaching,  as  in 
other  matters,  the  old  adage  is  true,  that  '  work  once 
well  done  is  twice  done.' 

4.  Let  subjects  be  classed  according  to  their  import- 
ance, and  receive  a  proportionate  attention.  Some  in- 
structers  have  been  known  to  spend  a  large  part  of  their 
time,  in  teaching  a  small  class  who  were  pursuing  a  fa- 
vorite branch.  In  this  manner  studies  vastly  important 
to  the  majority  of  scholars  have  received  very  little  at- 
tention. If  the  master  is  himself  much  better  pleased 
with  grammar  than  with  arithmetic,  and  has  a  class  of 
•five  in  that,  while  there  are  fifteen  in  this,  he  does  great 
injury  to  the  fifteen,  if  he  spends  double  the  time  with 
the  five,  that  he  does  with  the  fifteen.  And  yet  if  he 
happen  to  be  more  fond  of  teaching  grammar  than  arith- 
metic, he  is  very  prone  to  do  so. 

Those  subjects  which  we  have  occasion  most  frequent- 
ly to  use,  are  more  important  to  us,  than  those  which  we 
seldom  wish  to  employ.  Reading  and  spelling  are  more 
important  than  geography,  because  without  a  knowledge 
of  the  former,  we  are  deprived  of  the  means  of  knowl- 
edge, more  than  by  a  want  of  acquaintance  with  the  lat- 
ter. We  have  occasion  to  employ  our  knowledge  of 
reading  much  more  frequently  than  a  knowledge  of  geo- 
graphy. So  arithmetic  is  more  important  than  gram- 
mar, because  we  find  occasion  to  use  it  in  the  business  of 
life,  much  oftener,  than  we  do  the  rules  of  syntax,  to 
which  we  attend  at  school.  The  instructor  should  en- 
deavor to  divide  his  time  so  as  to  give  to  each  particular 
subject,  that  degree  of  attention  which  properly  belongs 
to  it.  It  is-  manifestly  wrong  for  him  to  give  an  undue 
portion  of  his  time  to  some  one  subject,  merely  because 
he  has  a  greater  taste  for  it  than  for  some  other. 

The  direction  of  studies,  will  next  claim  your  atten- 
tion. The  best  rule  I  can  give  on  this  point  is,  to  follow 
the  order  of  nature.  Let  those  subjects  receive  attention 
first,  which  may  be  most  easily  understood  and  compre- 
hended by  children — and  then  let  others  follow  in  the 
order,  which  common  sense  would  dictate.  All  the  child- 
ren, placed  under  your  instruction,  will  ordinarily  be  such 


SCHOOL-MASTERS.  79 

as  have  received  some  instruction  in  reading,  and  will  be 
able  to  call  the  letters  of  the  alphabet,  and  perhaps  pro- 
nounce them  when  united  in  easy  syllables.  At  least  I 
sLall  suppose  this  in  the  following  remarks.*  When  the 
child  has  acquired  so  much  knowledge  of  reading  as  to 
be  able  to  give  a  proper  pronunciation  to  syllables  and 
words,  his  attention  should  be  directed  to  their  meaning. 
Words  are  signs  of  ideas,  and  it  is  an  object  of  high  im- 
portance that  a  very  early  habit  should  be  formed,  of 
knowing  their  meaning.  He  is  not  able  to  have  recourse 
to  a  dictionary,  and  of  course  it  must  devolve  on  the 
teacher  to  explain  them.  This  should,  as  much  as  pos- 
sible, be  done  by  means  of  sensible  objects.  Some  little 
story,  in  which  the  word  occurs,  may  be  related  to  the 
child,  which  will  often  fix  the  meaning  permanently  in 
his  mind  ;  or  the  word  may  be  explained  by  its  opposite. 

Much  attention  should  be  given  at  this  time  to  pro- 
nunciation. This  will  be  learned  mostly  from  the  exam- 
ple of  the  teacher.  His  pronunciation  will  be  theirs. 
Great  care  is  necessary  here  because  it  is  as  easy  to  learn 
right,  as  wrong,  at  first,  and  when  one  has  learned 
wrong,  it  requires  much  time  and  care  first  to  unlearn, 
and  then  to  learn  anew. 

Children  are  capable  at  a  very  early  age,  of  under- 
standing something  of  numbers.  They  can  be  taught  to 
enumerate  and  to  read  figures,  much  earlier  than  many 
suppose,  as  has  been  fully  proved  in  infant  schools. 
They  should  be  taught  to  add,  subtract,  multiply  and  di- 
vide, by  the  aid  of  corns,  and  other  tangible  or  visible 
objects.  By  this  process  they  will  be  able  to  form  dis- 
tinct ideas  of  the  nature  and  combination  of  numbers. t 

I  would  not  be  understood  to  imply,  that  children  at  a 
very  early  age  will  be  able  to  comprehend  the  more 
complex  operations  of  arithmetic,  but  the  simple  rules, 
are  easily  made  intelligible,  to  children  of  four  or  six 
years. 

Geography  may  be  an  early  study.     Having  a  picture 

*  Full  directions  for  teaching  the  Alphabet  &c.  may  be  found  in  my 
Lectures  to  Females  on  School-keeping. 

t  See  the  concluding  Lecture  in  this  edition,  on  APPARATUS. 


80  LECTURES    TO 

or  map  before  him,  the  child  will  be  able  to  understand 
what  he  could  not  without  such  occular  demonstration. 
Children  are  almost  always  pleased  with  maps.  Hence 
they  are  interested  in  this  study  at  an  age  when  it  would 
be  impossible  to  engage  their  attention  in  the  exercise  of 
memory  alone. 

History  may  be  an  early  study  of  children.  They  are 
commonly  pleased  with  stories,  and  where  the  terms 
made  use  of  in  little  histories,  are  such  as  they  can  com- 
prehend, and  the  facts  in  the  narrative  are  prominent, 
they  will  be  amused  and  interested.  It  is  desirable,  that 
the  geography  and  history  first  used  should  be  of  one's 
own  town,  state,  or  country. 

After  some  attention  has  been  paid  to  these  subjects, 
the  scholar  will  be  prepared  to  attend  profitably  to  arith- 
metic and  geography  in  a  more  thorough  manner,  and  to 
pursue  those  parts,  which  would  not  at  first  have  been 
intelligible  or  interesting. 

Grammar  may,  in  its  most  simple  parts,  be  early  un- 
derstood and  rendered  interesting.  But  the  child  re- 
quires judgment,  to  be  able  to  apply  syntactical  rules  to 
language.  After  some  knowledge  of  these  branches  has 
been  gained,  it  is  not  so  important,  what  others  shall  fol- 
low them.  It  will  be  important,  however,  to  have  re- 
gard constantly  to  the  probable  destination  of  the  child. 
To  direct  the  preparatory  studies  of  a  merchant  or  me- 
chanic, in  the  same  manner  as  of  a  schoolmaster  or  phy- 
sician, is  not  judicious.  Some  ground  is,  indeed,  com- 
mon to  all.  But  particular  branches  may  essentially 
benefit  one  which  may  be  dispensed  with  by  another. 


LECTURE    IX. 


THE  manner  of  teaching  will  now  claim  your  attention 
and  is  a  subject  of  very  gn;at  importance.  Though  1 
may  fail  of  giving  you  the  best  directions,  I  shall  en- 


SCHOOL-MASTERS.  81 

deavor  to  suggest  to   you  some  valuable  thoughts,  to 
which  I  ask  particular  attention. 

In  the  first  place,  I  would  have  you  guard  yourselves 
against  supposing  that  your  whole  duty  consists  in  ena- 
bling your  scholars  to  acquire  a  knowledge  of  the  books, 
put  into  their  hands  for  the  purpose  of  study.  This  will 
be  but  a  part,  and  sometimes  the  least  part  of  your  du- 
ty. It  is  the  subject,  not  the  book,  which  is  more  im- 
portant. The  book  is  the  instrument,  which  you  are  to 
teach  them  how  to  use,  in  order  to  obtain  the  knowledge 
desired.  To  direct  and  assist  them  in  this,  and  to  teach 
them  to  exercise  their  own  powers,  and  elicit  their  own 
strength,  is  the  principal  duty  of  an  instructer. 

In  teaching,  let  it  be  your  first  object  to  have  ever^r 
thing  understood.  In  perusing  any  book,  if  the  language 
is  unintelligible,  or  even  some  of  the  most  important 
words  are  not  understood,  we  obtain  no  distinct-  ideas* 

But  let  the  thoughts  be  clothed  in  language  with  which 
we  are  familiar,  and  our  attention  is  fixed — we  are  pleas- 
ed and  instructed ;  we  then  obtain  ideas,  and  may  re- 
ceive some  benefit. 

Hardly  any  thing  is  more  common,  than  for  instruc- 
ters  to  presume  that  their  scholars  understand  a  subject, 
when  they  do  not.  This  error  is  increased  by  the  de- 
cision of  the  pupil  himself.  *  Do  you  understand  this  1' 
is  often  asked,  and  he  answers  '  yes.'  No  effort  is  made 
to  know  whether  he  understands  it  or  not.  The  pre- 
sumption that  he  Hoes,  satisfies  the  instructer,  and  the 
benefit  the  child  might  derive,  is  lost.  The  master 
should  interrogate  the  scholar,  till  he  knows  whether  he 
understands  the  subject,  and  if  it  should  be  found  that 
he  does,  there  will  be  an  additional  benefit  to  the  pupil 
in  this  very  exercise  of  his  powers  in  explaining  it. 

4 1  know,  but  cannot  tell,'  is  a  reply  which  has  been 
given  a  thousand  times,  by  children  and  youth,  when  I 
have  asked  a  reason  for  rules  and  principles.  «  Why  will 
it  prove  your  sum,  to  reject  the  9s  after  performing  an 
operation  in  one  of  the  simple  rules ;  and  how  do  you 
know  that  this  is  a  proper  mode  of  proof?'  *I  know, 
but  cannot  tell.'  The  scholar  is  honest.  He  supposes 
he  does  know,  because  he  finds  that  the  directions  of  hi* 


82  LECTURES    TO 

rule  will  be  proved  correct  by  the  operation.  But  still 
he  has  not  a  single  distinct  idea  upon  the  subject. 

A  willingness  to  trust  to  the  scholar's  own  opinion,  has 
led  many  instructers,  qualified  to  be  useful,  to  fail  in  do- 
ing them  that  service  which  they  might  otherwise  have 
done  them.  Take  nothing  on  trust,  but  question  and 
examine  till  you  know  that  they  understand  the  princi- 
ples,, and  have  correct  views.  When  this  is  done,  you 
will  have  performed  your  duty,  and  not  till  then. 

2.  In  your  teaching,  use  the  most  simple  mode  of 
illustration.  If  an  illustration  be  as  little  understood  a.* 
the  thing  to  be  illustrated,  the  scholar  remains  as  igno- 
rant as  before.  If  even  only  one  or  two  of  the  import- 
ant words  in  the  illustration  are  unintelligible,  the  schol- 
ar still  remains  ignorant.  '  Will  you  please  to  tell  me 
why  I  carry  one  for  every  ten  V  said  little  Laura  to  her 
instructer.  '  Yes,  my  dear,'  said  he,  kindly.  *  It  is  be- 
cause numbers  increase  from  right  to  left  in  a  decimal 
ratio.'  Laura  sat  and  repeated  it  to  herself  two  or  three 
times,  and  then  looked  very  sad.  The  master,  as  soon 
as  he  had  answered,  pursued  his  other  business,  and  did 
not  notice  her.  But  she  was  disappointed.  She  under- 
stood him  no  better  than  if  he  had  used  words  of  anoth- 
er language.  l  Decimal'  and  '  ratio'  were  words  that 
might  have  fallen  on  her  ear  before,  but  if  so,  she  un- 
derstood them  none  the  better  for  it.  She  looked  in  the 
dictionary  and  was  disappointed  again,  and  after  «im<> 
time  put  away  her  arithmetic  When. asked  why  she 
did  so,  she  replied,  <  I  don't  like  to  study  it,  I  can't  un- 
derstand it.' 

Now  the  injury  to  little  Laura  was  very  great.  She 
had  commenced  the  study  with  interest ;  she  had  learned 
to  answer  many  questions  in  arithmetic,  and  had  been 
pleased  with  it.  She  was  now  using  a  slate,  and  had 
found  the  direction  to  carry  one  for  every  ten.  This 
she  might  have  understood.  The  master  loved  his  schol- 
ars and  wished  to  benefit  them,  but  forgot  that  terms  per- 
fectly plain  to  him  might  be  unintelligible  to  thv.  child. 
From  that  moment,  Laura  disliked  arithmetic,  and  every 
effort  used  with  her,  could  not  efface  the  impression,  that 
it  wag  a  hard  study,  and  she  could  not  understand  it. 


SCHOOL-MASTERS.  83 

Unimportant  as  this  circumstance  may  appear  to  you, 
it  made  an  impression  on  my  own  mind,  which  will  not 
be  effaced,  while  I  am  engaged  in  teaching  youth.  In- 
deed the  importance  of  the  last  direction  will  be  illus- 
trated to  you  by  a  reference  to  your  own  history.  You 
perhaps  recollect  many  efforts  to  explain  a  thing  to  you, 
which  have  left  you  no  wiser  than  before.  Fail  not  then 
to  use  such  language,  as  can  be  understood  by  the  child 
or  by  the  class.  Be  very  careful  lest  they  associate  the 
idea  of  study  with  that  of  hard  unintelligible  words,  and 
thus  become  discouraged  in  their  attempts  to  learn*  It 
is  of  great  importance,  that  the  objects  used  to  illustrate, 
should  be  those,  with  the  properties  of  which  the  pupil 
is  acquainted.  If  you  employ,  in  the  way  of  illustra- 
tion, any  object,  with  the  character  of  which,  the  scholar 
is  unacquainted,  he  is  not  in  the  least  assisted.  But  if 
you  can  seize  on  something  that  he  can  see,  or  that  he 
can  recollect,  or  something  with  which  he  is  familiar, 
and  then  make  a  just  comparison,  by  which  the  idea  is 
brought  distinctly  to  his  view,  he  derives  not  only  a  last- 
ing benefit,  but  present  pleasure.  For  example— -James 
came  to  his  teacher  and  told  him  he  could  not  under- 
stand his  map.  He  had  just  begun  to  learn  the  geogra- 
phy of  his  own  state.  The  master  called  him  to  the 
desk  and  took  up  a  slate,  and  gave  him  a  pencil,  and 
then  asked  him  if  he  could  draw  a  picture  of  the  school- 
room floor.  James  at  once  made  his  lines  for  the  boun- 
daries. *  Now  which  is  the  east  end  ]'  James  told. 
4  Which  is  the  west  V  This  he  told  also.  «  This  is  the 
north  and  that  is  the  south.'  '  Now,'  said  the  instructer, 

*  we  will  mark  them  E.  for  east,'  &c.     l  Now  in  what 
part  is  my  desk,  James  T     'There,'  said  the  little  fellow. 

*  Where  is  the  fire  place  ?'    '  There,'  said  James.     *  Now 
James,  make  marks  for  the  boys'  seats,  and  the   girls' 
seats.'     He  did  this.     '  Now  make  marks  for  the  doors 
and  windows.'     This  was  done.     '  Now,'  said  the  mas- 
ter, « James,  do  you  think  you  could  make  a  map  V    '  No, 
sir,'  he  replied.     'Why  yes  you  can,  you  have  made 
one  already,'  said  the  master.     « This  is  a  map  of  the 
floor.     Now  the  map,  which  you  said  you  could  not  un- 
derstand, is  nothing  more  than  this.     There  is  a  line  for 


84  LECTURES   TO 

the  east  side,  and  there  is  another  for  the  west  side,  and 
there  is  one  for  the  north,  and  there  is  another  for  the 
south.  Now  these  lines  go  round  the  whole  state.  This 
river  is  put  down  here,  because  it  is  in  the  northern  part, 
and  that  river  is  represented  there,  because  it  is  in  the 
western.  This  river  is  drawn  here  because  it  makes  the 
eastern  boundary  of  the  state.  Now  look  along  here, 
and  see  if  you  can  find  the  name  of  the  town  in  which 
we  live.'  *  O  yes,'  said  James,  *  here  it  is.'  '  Why  is  it 
put  down  here  V  *  Because  it  is  in  the  east  part  of  the 
state  and  touches  the  river,'  said  the  child.  The  master 
asked  him  half  a  dozen  similar  questions,  and  James  re- 
turned to  his  seat  delighted.  The  simple  illustration 
made  every  thing  easy.  The  other  scholars  were  as 
much  pleased  as  he,  and  when  they  were  dismissed,  were 
in  high  spirits,  saying  they  would  make  a  map  of  their 
gardens,  orchards,  &c.  when  they  got  home. 

3.  My  next  direction  is,  Let  it  be  your  object  to  make 
every  study  as  pleasant  as  possible.  Nor  do  I  conceive, 
that  this  direction  implies  any  thing  impracticable  or  ev- 
en difficult,  though  the  inquiry  has  been  made,  how  it  is 
possible  to  create  a  love  of  study  in  those  who  have  no 
taste  for  it  1  (I  feel  little  hesitation  in  asserting,  that  no 
such  scholar  ever  existed,'  says  Parkhurst,  '  unless  he  has 
been  brought  to  feel  this  indifference  or  aversion,  by  in- 
judicious treatment  on  the  part  of  parents  or  instructers. 
If  parents  or  instructers  love  knowledge  for  its  own  sake, 
and  always  speak  of  study  as  a  privilege  and  a  source  of 
pleasure,  children  will  be  prepossessed  in  favor  of  it  be- 
fore they  begin ;  and  if  at  school  they  receive  easy  les- 
sons, and  such  as  they  can  understand ;  if  these  lessons 
are  explained  to  them  in  language  adapted  to  their  ca- 
pacity, and  if  questions  are  asked  which  will  bring  other 
faculties  of  the  mind  as  well  as  the  memory  into  exer- 
cise, they  will  find  study  as  pleasant  as  they  anticipated. 
If  teachers  expect  it  to  be  pleasant  to  their  scholars,  they 
will  endeavor  to  present  the  subject  to  them  in  such  a 
light  that  they  may  find  it  so.'  This  is  always  an  object 
of  importance,  and  *  even  in  cases  where  parents  coun- 
teract the  impression,  which  the  teacher  wishes  to  make, 
he  may,  by  well  directed  efforts,  notwithstanding  these 


SCHOOL-MASTERS.  85 

discouragements,  generally  "meet  with  success,  which  will 
confirm  his  opinion,'  that  children  may  be  brought  to 
love  learning  for  its  own  sake,  and  be  pleased  with  the 
acquisition  of  knowledge.  *  If  the  scholar  is  enabled  to 
gain  new  ideas,  or  to  form  new  combinations  of  those 
already  gained,'  he  cannot  avoid  being  pleased.  «  Hence 
it  is  an  object  of  primary  importance'  to  teach  them  such 
things  as  '  they  can  understand  either  by  their  own  re- 
flections, or  by  the  explanations  and  illustrations  given 
them.  What  I  recommend  in  this  and  in  several  pre- 
vious directions,  appears  to  have  been  achieved  by  Pes- 
talozzi.  Madame  de  Stael,  in  speaking  of  his  school, 
says,  '  It  is  a  remarkable  circumstance,  that  neither  pun- 
ishment nor  reward  is  necessary  to  excite  his  pupils  in 
their  labors.  This  is  perhaps  the  first  instance,  where  a 
school  of  one  hundred  and  fifty  children  has  succeeded 
without  having  recourse  to  the  principles  of  emulation  or 
fear.  How  many  bad  feelings  are  spared,  when  every 
emotion  of  jealousy  and  disappointed  ambition  is  remov- 
ed from  the  heart,  and  when  the  scholar  sees  not  in  his 
companions  rivals,  or  in  his  teacher  a  judge.  Here  the 
object  is  not  to  excel,  not  to  succeed  in  a  competition  for 
superiority,  but  to  make  a  progress,  to  advance  towards 
an  end,  at  which  they  all  aim  with  equal  integrity  and 
sincerity  of  intention.' 

If  one  teacher  has  succeeded  in  making  every  thing  so 
pleasant,  that  his  scholars  are  interested  and  delighted 
with  their  studies,  the  same  end  may  be,  and,  indeed,  it 
has  been  accomplished  in  other  cases.  Let  it  then  be  the 
endeavor  of  every  one  employed  in  teaching  to  render 
the  lessons  of  his  pupils  pleasant.  It  will  be  done  by  ex- 
hibiting the  importance  of  the  study — showing  its  use- 
fulness— exhibiting  its  connexions  with  business  and  en- 
joyment, and,  making  it  plain  and  intelligible,  by  familiar 
illustration  and  explanation.  This  will  not  be  done 
without  effort  and  persevering  effort ;  this  is  necessary 
where  so  much  is  dependent  on  k. 

After  the  preceding  remarks,  it  will  be  my  next  object 
to  point  out  to  you,  that  course  in  treating  the  different 
branches  of  study  which  may  be  best  calculated  to  ben- 
efit those  placed  under  your  care.  I  may  not  be  able 
8 


86  LECTURES  TO 

perhaps  to  give  you  the  best  opinions  on  this  subject,  but 
I  shall  venture  to  offer  those  I  have  formed  in  the  course 
of  my  own  reading  and  experience. 

Jt  should  be  one  of  your  first  objects  to  teach  correct 
spelling.  Spelling  is  an  exercise  of  so  much  importance, 
that  to  teach  it  should  be  a  part  of  your  daily  business. 
In  order  to  impress  the  school  with  a  just  sense  of  its 
value,  you  should  often  speak  of  its  importance,  and 
press  it  upon  their  attention.  Incorrect  spelling  is  often 
the  source  of  much  mortification,  and  of  real  inconven- 
ience. Let  your  own  example  be  such  as  to  excite  oth- 
ers to  regard  the  subject  properly,  and  to  pay  that  atten- 
tion to  it  which  its  importance  demands.  If  you  write 
copies  for  your  scholars,  be  very  careful  to  avoid  bad 
orthography  in  them.  They  will  copy  the  spelling  of 
words,  as  well  as  the  form  of  letters.  I  have  not  unfre- 
quently  found  ridiculous  errors  in  copy  books,  which 
have  been  handed  me  for  inspection,  and  have  sometimes 
found  shameful  spelling  monstrously  united  with  very  good 
penmanship.  The  following  is  a  specimen  of  hundreds, 
which  have  fallen  under  my  observation.  A  goode  schol- 
ler  rites  slow.'1  Now  where  there  is  such  carelessness  on 
the  part  of  the  teacher,  it  is  not  to  be  expected,  that  he 
should  pay  that  attention,  which  is  desirable  to  the  blun- 
ders and  errors  of  others. 

There  are  many  derivitive  words  in  very  common  use, 
which  are  not  to  be  found  in  the  spelling  book  or  dic- 
tionary.* In  order  to  know  how  to  spell  these,  the  schol- 
ar must  learn  such  rules  as  will  apply  to  them,  and  by 
impressing  these  rules  indelibly  in  his  memory,  he  will 
not  hesitate  when  he  wishes  to  write  a  word,  that  may 
vary  in  its  orthography  from  the  simple  word,  from  which 
it  is  derived.  There  is  also  a  class  of  words  having  the 
same  pronunciation,  but  which  differ  in  meaning  and 
spelling.  The  importance  of  learning  to  spell  these  cor- 
rectly, should  be  distinctly  explained  by  every  teacher. 

A  moment's  reflection  will  be  sufficient  to  convince 
every  one  of  the  great  importance  of  this  branch,  and  I 
need  not  dwell  on  it,  farther  than  to  point  out  one  error, 

*Grimshaws's<  Ladies'  Lexicon  and  Parlor  Companion,'  is  an  exception 
to  this  remark.  It  is  valuable. 


SCHOOL-MASTERS.  87 

which  extensively  prevails  in  the  habits  of  country  school- 
masters. It  is  this.  In  order  to  make  the  word  easier 
to  be  spelled,  it  is  given  out  with  a  pronunciation  differ- 
ent from  that  used  in  reading  or  conversation.  For  ex- 
ample— the  master  puts  out  the  word  immediate.  The  * 
in  the  third  syllable,  has  the  sound  of  e  in  common  pro- 
nunciation. Instead  of  sounding  it  as  he  ought,  he  gives 
the  i  a  distinct  long  sound,  in  order  that  the  scholar  may 
know  that  it  is  not  e.  Thus,  im-me-dz-ate.  Now  this 
habit  is  very  injurious  to  the  scholar,  for  when  he  wishes 
to  write  the  w^ord,  he  will  hesitate.  The  common  sound 
will  be  on  his  mind,  and  he  will  be  very  liable  to  spell  it 
wrong.  Let  this  be  a  uniform  rule  :  Pronounce  all  words 
for  a  class  to  spell,  just  as  you  would  pronounce  them  in 
reading  or  conversation  That  is,  pronounce  them  right. 

Reading  is  a  subject  that  will  claim  much  of  your  at- 
tention at  school.  To  read  with  propriety  and  elegance 
is  an  interesting  and  valuable  accomplishment.  It  should 
be  the  object  of  every  instructer,  to  have  his  scholars  at- 
tend to  all  the  principles  exhibited  by  the  best  authors. 
By  care,  he  may  accustom  his  scholars  to  read  with  a  due 
degree  of  loudness,  distinctness  and  slowness  ;  and  to  re- 
gard the  importance  of  accent,  emphasis  and  cadence. 
I  shall  give  but  few  directions  on  this  subject,  but  ask 
you  to  consult  the  suggestions  made  to  females,  on  teach- 
ing the  art  of  reading.*  The  following  must  suffice. 

1.  When  a  class  is  called  out  to  read,  devote  your 
whole  attention  to  it.     It  is  a  great  error  to  let  them 
read  as  they  please,  and  disregard  the  pauses  and  sense 
entirely.     Let  it  be  known  as  a  regulation  of  the  school, 
that  when  a  class  is  reading  no  one  has  leave  to  ask  a 
question,  or  to  change  his  place. 

2.  Require  every  scholar  to  pronounce  every  syllable 
so  distinctly,  that  you  can  hear  and  understand  the  words. 
Many  instructers  fail  here,  from  the  fact  that  they  hold  a 
book,  and  have  their  eyes  on  the  word  that  the  scholar  is 
pronouncing,  and  understand  what  it  is  from  reading  it, 
and  not  from  hearing  it  read.     Hence,  if  may  be  well,  to 
hear  a  class  read  at  least  once  every  day,  without  taking 

*  Lectures  to  Females  on  School-keeping. 


8S  LECTURES    TO 

a  book.  It  will  then  be  easily  learned,  how  many  sylla- 
bles are  not  distinctly  sounded  by  the  young  scholar. 
He  should  be  required  to  read  every  sentence  till  he  reads 
it  right.  In  this  way  he  will  be  made  to  improve  more  in 
reading  a  single  page,  than  he  otherwise  would  ki  reading 
half  his  book.  It  will  be  advantageous  for  the  master  to 
question  the  class  on  the  subjects  of  distinctness,  slowness,, 
emphasis,  &c.  before  the  lesson  is  commenced. 

3.  Be  careful  to  show  every  scholar  the  importance  and 
use  of  the  stops  or  points  in  reading,  and  require  him  to 
observe  them.      The  pauses  and  inflections  are  of  very 
great  consequence.     Without  attention  to  them,  no  one 
can  be  a  good  reader.    If  children  form  a  habit  of  neglect- 
ing them,  when  young,  it  will  be  very  hard  to  correct  this 
habit  afterward.     What  is  more  disagreeable  than  monot- 
ony ?     What  more  unpleasant  than  to  hear  all  the  words 
of  a  sentence  pronounced  alike,  or  with  so  rapid  an  utter- 
ance that  none  are  distinct  1     Much  attention  should  be 
paid  to  these  directions. 

4.  Be  careful  to  lead  the  attention  of  your  class  to  the 
character  of  the  lesson  to  be  read ;  and  to  make  the  man- 
ner and  tone  of  voice  correspond  to  it.     To  this  direction, 
a  degree  of  attention  adequate  to  its  importance,  is  seldom 
paid  in  district  schools.     To  read  a  pathetic  piece  in  the 
same  manner  as  you  would  read  one  of  ^Esop's  Fables — 
or,  to  read  a  prayer  in  the  same  tone  of  voice  that  you 
would  one  of  the  humorous  essays  of  Addison,  is  certainly 
unnatural  and  improper.     And  yet  in  many  of  the  schools 
which  I  have  had  occasion  to  visit,  I  have  heard  pieces  of 
very  different  characters  read  in  the  same  manner,  and  I 
have  scarcely  ever  observed  much  attention  paid  to  the 
subject.      The  fault  lies  with  teachers.     The  directions 
given  in  books  are  disregarded,  and  the  same  monoto- 
ny is  permitted,  which  was  probably  common    in    the 
schools  they  attended  when  young.      I  would    not  say 
that  this  remark  is  Universally  true.     There  are  excep- 
tions, and  I  believe  there  is  an  increasing  attention  to 
this  particular.      But  the  remark  will  hold  true  in  re- 
lation to  a  great  part  of  the  instructers  of  district  schools, 
especially  in  country  towns. 

5.  Let  it  be  the  object  of  every  teacher,  to  copy  na- 


SCHOOL-MASTERS.  89 

ture  in  his  own  reading,  and  then  he  will  be  sure  to  read 
with  ease  to  himself  and  pleasure  to  his  hearers.  Scholars 
will  readily  copy  his  tones  of  voice  and  manner,  and  be  led 
to  form  a  taste  for  this  important  acquisition.  In  reading 
on  a  mournful  or  playful  subject,  the  manner  and  tone  of 
voice  will  correspond  to  it,  and  the  sense  of  the  writer  be 
obtained.  As  far  as  possible,  we  should  enter  into  the 
feelings  of  the  writer,  and  utter  his  words  very  nearly  as 
we  suppose  he  would  utter  them,  if  he  were  reading  his 
own  language  to  us. 


LECTURE     X. 


THE  study  of  arithmetic  will  next  claim  your  attention. 
It  is  one  which  may  be  very  early  commenced.  Indeed 
as  soon  as  the  child  has  learned  to  count  twenty,  he  may 
be  taught  to  add,  subtract,  multiply  and  divide.  He  may 
thus  at  a  very  early  age  form  distinct  ideas  of  the  '  ground 
rules  of  arithmetic.'  As  far  as  intellectual  arithmetic  is 
concerned,  I  would  recommend  the  use  of  Mr.  Colburn's 
excellent  little  work. 

I  shall  now  confine  my  remarks  to  the  subject  of  writ- 
ten arithmetic. 

1.  Let  it  be  a  first  object  to  lead  the  learner  to  inves- 
tigate the  reasons  on  which  the  rules  are  founded.  This 
is  a  direction  of  great  importance.  If  he  forms  the  ear- 
ly habit  of  inquiring  why  the  direction  is  given  for  each 
step  in  his  operation,  he  will  be  likely  to  proceed  under- 
standingly  from  the  beginning.  But  if  he  is  directed  to 
go  to  his  rule,  or  to  commit  it  to  memory,  and  then  ap- 
ply it  to  the  performance  of  his  operation,  he  will  prob- 
ably be  led  to  suppose,  that  when  he  has  obtained  a  cor- 
rect answer,  he  understands  his  subject.  He  may  go 
through  with  a  common  treatise  on  arithmetic  in  this 
way,  and  yet  not  understand  the  reasons  on  which  the 
8* 


90  LECTURES    TO 

directions  in  the  'ground  rules'  are  founded.  4I  have 
cyphered  through,'  is  often  said  by  a  young  man,  who  in 
fact  would  find  it  very  difficult  to  explain  the  reasons  of 
the  rule  given  for  multiplication  or  division. 

With  all  the  attention  such  pay  to  arithmetic,  they  are 
but  poorly  prepared  for  the  common  business  transactions 
of  life.  Many  persons  are  aware  of  this,  and  therefore 
provide  themselves  with  a  '  cyphering  book,'  and  write 
down  the  operations  in  that  for  future  use.  In  this  way 
much  more  time  is  spent,  than  would  be  necessary  for 
gaining  a  knowledge  of  arithmetic,  adequate  to  the  wants 
of  life. 

When  any  engage  in  this  study,  whether  they  are  be- 
ginners or  not,  it  is  proper  for  you  to  begin  with  the  sim- 
ple rules,  and  question  them  on  all  the  principles  which 
have  led  to  their  formation.  If  the  pupil  can  give  you 
proper  answers,  it  is  well ;  if  not,  let  him  confine  his  at- 
tention till  he  can.  Afford  him  assistance  if  he  cannot 
find  out  the  principle  for  himself.  If  possible,  let  that 
assistance  be  given  in  such  a  way,  as  shall  make  him  his 
own  teacher.  What  I  mean,  is,  ask  him  questions  which 
will  lead  him  to  the  right  track,  and  will  make  him  ne- 
cessarily come  to  a  satisfactory  conclusion. 

I  may  be  better  understood,  perhaps,  by  an  example. 
A  class  is  called  to  recite  the  rule  of  multiplication. 

Inst.  What  is  multiplication  1 

Class*  '  Multiplication  teaches,  having  two  numbers 
given,  to  find  a  third,  which  shall  contain  either  of  the 
given  numbers,  as  often  as  the  other  contains  a  unit.' 

Inst.  Well,  so  your  book  says,  but  what  does  it  mean  ? 
Can  either  of  you  explain  it  so  that  John,  who  has  just 
commenced  the  rule,  can  understand  it  ? 

Class.  [After  hesitating  some  time.]  No,  sir,  we  can- 
not. 

Inst.  Think :  cannot  you  use  some  other  language 
which  will  make  it  more  intelligible  ? 

Class.  May  it  not  be  called  a  short  way  of  adding  ? 

Inst.  Yes,  and  that  explains  it  much  better  than  the 
long  definition  which  you  recited.  Can  you  tell  me  now 
why  it  may  be  be  called  short  addition  ? 

Class.  Because  it  is  the  same  as  adding  one  of  the 


SCHOOL-MASTERS.  91 

numbers  as  many  times  to  itself  as  there  are  units  in  the 
other.  If  we  wish  to  multiply  3  by  5  it  will  be  the  same 
as  writing  three  5  times,  or  five  3  times  and  adding  them 
together. 

Inst.  Very  well,  now  tell  me  why  two  numbers  are 
given,  and  not  any  more,  to  perform  the  operation  ? 

Class.  If  there  be  more  than  one  multiplicand,  there 
must  be  two  answers,  and  if  there  be  more  than  one 
multiplier,  the  multipliers  will  be  component  parts  of 
each  other,  and  therefore  would  in  reality  be  but  one. 

Inst,  Why  do  you  place  one  under  the  other  1 

Class.  To  make  the  operation  more  convenient.  The 
work  might  be  done,  if  the  numbers  were  differently 
placed. 

The  instructer  may  proceed  to  ask  the  following  ques- 
tions. Why  do  you  begin  at  the  right  hand  to  multiply  ? 
Why  do  you  multiply  the  whole  multiplicand,  with  the 
right  hand  figure  of  the  multiplier,  before  you  multiply 
with  the  others  1  When  you  begin  to  multiply  with  the 
second  figure,  why  do  you  put  the  product  one  place  to 
the  left  of  the  first  figure  of  the  line  above  it  ?  What  is 
the  value  of  the  first  product  figure,  in  the  second  line  ? 
is  it  units  or  tens  ?  When  you  have  taken  the  third  fig- 
ure of  the  multiplier,  why  do  you  set  the  first  figure  of 
the  product  still  farther  to  the  left,  and  under  the  figure 
by  which  you  multiply  ?  What  is  the  value  of  the  first 
figure  in  the  third  line  of  the  product  ?  is  it  units,  tens, 
or  hundreds  1  Why  do  you  add  all  the  lines  of  the  pro- 
duct, in  order  to  get  your  answer  ? 

How  do  you  prove  the  result  ?  How  do  you  cast  out 
the  9s  1  Why  will  this  prove  it  1  Will  it  prove  it  to  cast 
tut  the  7s  or  8s  1  Why  not  T  Why  do  you  take  9  rather 
:han  another  number  ?  Is  there  any  other  number  that 
frill  prove  it  ?  Why  will  three  answer  as  well  as  9  1 

If  the  multiplier  be  9,  how  can  the  work  be  shortened  ? 
Why  will  the  placing  as  many  cyphers  at  the  right  of  the 
tnultiplicand,  as  you  have  9s  in  the  multiplier,  and  then 
Subtracting  the  multiplicand  once  out,  give  the  same  an- 
swer as  to  muliply  by  the  9s  contained  in  the  multipli- 
er ? 

Answers  to  all  these  questions  will  be  necessary,  in 


92  LECTURES    TO 

order  to  make  the  rule  intelligible.  But  many  of  them 
are  those  that  the  scholar  will  not,  perhaps,  think  of,  un- 
less they  be  asked  him  by  the  teacher. 

Let  every  one  proceed  in  a  similar  way  through  every 
rule.  And  if  any  of  the  answers  cannot  be  given  by  your 
scholars,  after  opportunity  is  afforded  them  to  try,  let 
your  own  explanation  be  as  simple  as  possible. 

It  is  a  useful  exercise  for  a  pupil  to  form  a  set  of  ques- 
tions to  each  rule  for  himself,  before  being  examined  up- 
on it.  After  he  has  thus  formed  all  the  questions  he  is 
able,  you  may  make  such  additions  as  you  think  requi- 
site. In  this  way  he  will  be  led  to  reflect  on  the  given 
rule,  and  will  strive  to  understand  the  principles  on 
which  it  is  founded.  He  will  not  only  gain  more  knowl- 
edge, but  he  will  gain  it  in  a  way  that  will  enable  him  to 
retain  it  longer,  and  apply  it  more  readily,  than  by  the 
common  method.* 

Geography  is  a  subject,  which  will  undoubtedly  claim 
considerable  attention  in  your  schools.  To  teach  it  in 
the  best  way  is  desirable,  and  though  I  may  not  adduce 
any  new  thoughts  on  the  subject,  I  still  wish  to  call  your 
attention  to  it  a  moment. 

The  mode  generally  pursued  is  to  present  a  child  with 
a  map  of  the  world ;  to  teach  him  its  general  divisions, 
and  how  to  distinguish  them  on  the  map,  bound  them, 
&c.  This  mode  has  been  approved  by  most  instructers, 
but  I  am  willing  to  confess,  it  has  appeared  to  me  the 
very  opposite  of  the  course,  that  nature  would  dictate. 
Why  should  we  attempt  to  teach  a  child  what  he  cannot 
comprehend  ?  Why  should  he  learn  the  names  of  conti- 
nents, islands,  oceans,  seas  and  lakes,  rivers  and  moun- 
tains, many  thousands  of  miles  distant,  before  he  is 
taught  the  geography  of  his  own  town,  county,  state, 
and  country  ? 

But  a  want  of  suitable  works  on  this  subject  will  ren- 
der it  impossible  to  adopt  a  course  such  as  I  shall  rec- 
ommend, expect  in  a  few  states. t 

*  See  IntroJuction  to  the  Arithmetical  Manual  by  the  Author  of  these 
Lectures. 

t  Works  have  been  published  containing  the  geography  of  several  of  the 
States,  designed  for  the  bcneiit  of  children. 


SCHOOL-MASTERS.  93 

Where  it  is  practicable,  let  the  child  be  taught  some- 
thing of  the  geography  of  his  own  neighborhood  and  es- 
pecially of  his  own  state,  before  he  commences  the  study 
of  itr  in  a  more  extended  manner.  Let  him  be  taught 
the  boundaries  of  his  own  town  ;  the  names  and  situa- 
tion of  its  mountains,  rivers,  ponds,  and  other  interesting 
particulars.  Then  the  same  things  may  be  taught  him 
of  the  adjoining  towns,  the  county  and  state.  By  this 
mode,  he  will  be  led  to  form  some  ideas  of  distance  and 
the  size  of  places.  He  will  be  prepared  to  learn  the 
same  things  in  regard  to  other  states,  and  his  country 
and  continent.  From  his  own  he  may  pass  to  other 
countries  and  continents,  until  the  features  of  the  world 
are  in  succession  brought  distinctly  to  his  view. 

As  the  above  course  would  be  a  novelty  in  many  pla- 
ces at  the  present  time,  I  shall  not  dwell  upon  it,  but 
give  few  general  directions. 

1.  Endeavor  to  have  the  outlines,   the  more  general 
parts   in  this    study,  very  thoroughly  acquired.      These 
should  always  be  distinguished  from  the  subjects  in  de- 
tail.    They  will  be  a  guide  to  other  knowledge,  and  will 
without  doubt  be  better  remembered,  than  if  associated 
with  a  multiplicity  of  facts  in  detail. 

2.  Prominent  facts  in   geography  may  be  learned  in 
such  a  way  as  to  be  remembered  with  greater  ease.     As 
far  as  practicable,  let  this  be  done.     The  mode   pursued 
by  Mr.  Woodbridge,  may  be   adopted  even  if  it  should 
not  be  convenient  to  use  his  works.     By  being  furnished 
with  the  works  yourselves,  you  may  use  them  so   as  to 
benefit  a  class  furnished  with  some  other. 

3.  Make  it  an  object  to  exhibit  the  facilities  of  obtain- 
ing the  necessaries  and  conveniences  of  life,  furnished  by 
different  climates  and  countries,  also  the  inconveniences 
and  privations  peculiar  to  any  section  of  the  world,  on 
which  the   lesson   of  the  class  may  be.     This  is  recom- 
mended for  the    purpose  of  comparison  with  our  own 
happy  land,  and  for   showing  the  general  providence  of 
God,  which  has  so  constituted  things,  that  one  part  of  the 
world  is  dependent  on   another  for  some  of  the  conven- 
iences of  life ;  also,  for  exhibiting  the  fact,  that  no  part 
of  the  world  is  unprovided  with  the  means  of  promoting 


94  LECTURES    TO 

human  happiness.  To  illustrate  :  where  the  soil  is  of 
the  best  quality,  we  seldom  find  mines  of  the  rich  or  use- 
ful metals.  Where  these  are  found,  the  soil  is  often 
such,  that  agriculture  cannot  be  employed  as  a  source  of 
wealth.  The  most  productive  regions  of  the  earth  are 
often  visited  with  dreadful  storms  and  tempests.  Trou- 
blesome insects,  poisonous  serpents,  and  the  most  fero- 
cious beasts  annoy  the  inhabitants  of  some  parts,  where 
otherwise  a  residence  might  almost  be  compared  to  one 
in  the  Elysian  fields. 

Scholars  will  ahvays  be  interested  by  remarks  on  sub- 
jects of  this  kind,  and  not  only  so,  they  will  derive  last- 
ing benefit  from  them. 

Accustom  your  scholars  to  draw  maps  on  slates,  from 
recollection.  If  they  know  this  will  be  required  of  them, 
they  will  examine  the  situation  of  places,  mountains,  riv- 
ers, &c.  with  much  more  attention  than  otherwise,  and 
will  probably  retain  the  knowledge  which  they  acquire, 
much  better  than  if  not  requested  to  attend  to  this  exer- 
cise. The  instructer,  at  the  close  of  the  recitation, 
should  examine  the  slates,  and  point  out  the  deficiencies 
or  errors.  The  outline  maps  in  the  improved  Atlas,  ac- 
companying Morse's  Geography,  may  be  used  with  great 
advantage. 

English  Grammar  is  a  study  important  to  all,  and  is 
one  which  you  will  be  expected  to  teach.  The  modes 
pursued  by  instructers  are  so  various,  arid  the  views  en- 
tertained by  writers  so  different,  that  we  are  very  far 
from  having  arrived  at  any  uniform  system.  Unques- 
tionably each  author  supposes  his  own  work  complete  or 
nearly  so.  Some  authors  have  written  much  better  than 
others,  but  while  there  is  such  a  diversity,  I  shall  not  se- 
lect any  one  on  which  to  apply  the  few  directions  for 
teaching,  which  I  propose  to  give  you. 

To  say  that  the  mode  of  teaching  grammar,  most  usual 
in  district  schools  requires  correction,  is  saying  merely 
what  is  proved  by  the  fact,  that  it  is  usually  considered 
dry  and  uninteresting  by  a  great  majoritv  \v  1m  attend  to 
it ;  and  of  course  very  little  advancement  is  made  in  it. 
The  more  usual  method  is  to  put  a  book  into  the  hand  of 
the  scholar,  and  require  him  to  commit  certain  parts  of 


SCHOOL-MASTERS.  95 

it  to  memory,  and,  when  this  is  done,  he  is  called  upon 
to  parse  sentences  and  apply  the  rules  of  syntax.  Pars- 
ing is  continued  year  after  year,  without  much  attention 
to  any  thing  but  deciding  on  the  parts  of  speech,  and 
applying  rules.  When  he  is  able  to  tell  the  part  of  speech 
at  sight,,  and  refer  to  rules  applicable  to  the  several  words, 
he  is  often  called  a  good  grammarian,  and  is  not  unfre- 
quently  considered  qualified  to  be  an  instructer  of  oth- 
ers. But  after  all,  it  may  be  doubted  whether  he  is  bet- 
ter acquainted  with  grammar,  than  some  have  been,  who 
have  never  studied  the  rules  of  syntax.  That  this  mode 
oucupies  much  time,  to  little  profit,  I  think  must  be  con- 
ceded by  all.  While  I  make  this  remark  I  wish  not  to 
be  considered  as  a  convert  to  the  doctrine  of  those  mas- 
ters who  have  professed  the  ability  to  teach  grammar 
in  a  month,  or  even  half  of  that  time.  The  call  for  re- 
form in  teaching  this  branch  is  loud.  Much  time  is 
spent,  to  very  little  purpose,  both  in  common  schools  and 
academies. 

If  a  better  mode  of  teaching  than  the  following  can 
be  adopted,  I  would  advise  you  to  pursue  it.  If  you  are 
inclined  to  judge  favorably  of  the  directions  I  shall  give, 
it  will  probably  be  found  by  you,  that  the  system  con- 
tains one  advantage,  at  least ;  that  of  making  the  study 
pleasing.  Among  a  very  large  number  with  whom  I 
have  pursued  it,  I  have  seldom  found  any,  who  complain- 
ed that  grammar  was  unpleasant  or  dry, 

1.  Let  it  be  an  object  to  explain  to  your  scholars  what 
grammar  is,  and  the  importance  of  understanding  the 
nature  of  their  own  language.  This  must  lead  them  to 
see  that  in  attending  to  this  study,  they  are  not  learning 
that  which  is  useless  or  unnecessary.  They  will  be  made 
acquainted  with  its  usefulness  by  familiar  illustration, 
and  when  this  is  accomplished,  they  will  commence  the 
study  with  far  more  interest  than  otherwise.  The  exact 
meaning  of  the  four  subjects,  on  which  it  treats,  should 
be  fully  explained.  The  child  often  has  not  the  most 
distant  idea,  that  while  he  is  learning  to  spell  words,  he 
is  learning  grammar.  Etymology  is  often  unintelligible ; 
but  show  him  how  words  are  derived  from  each  other, 
and  how  the  part  of  speech  is  effected  by  varying  the 


LECTURES    TO 

and  he  will  become  interested.  To  illustrate  : — 
Take  the  word  man,  and  show  him  how  many  words 
come  from  it,  or  require  him  to  tell  all  the  words  which 
he  can  recollect,  and  then  explain  the  meaning  which 
each  has,  and  why  they  are  classed  with  different  parts 
xrf  speech;  as,  man,  a  noun  ;  to  man,  a  verb;  manning, 
a  participle  ;  manful,  an  adjective  ;  manfully,  an  adverb  ; 
4ind  manliness,  another  noun.  By  an  exercise  of  this 
kind  he  will  be  pleased,  and  will  be  obtaining  the  mean- 
ing of  many  words,  which  he  otherwise  would  not  learn. 

After  he  has  formed  the  habit  of  distinguishing  the 
derivative  from  the  primitive,  the  scholar  may  be  told  that 
this,  as  well  as  spelling,  is  a  part  of  grammar. 

2.  When  it  becomes  proper  to  have  a  scholar  begin 
the  grammar  or  text  book,  let  him  first  learn  the  defini- 
tion of  the  most  common  parts  of  speech,  as,  the  noun, 
pronoun  and  verb.*  Then  let  him  take  a  sentence  and 
select  all  the  nouns  in  it,  and  tell  why  they  are  nouns, — 
all  the  pronouns,  and  tell  why  they  are  pronouns, — and 
all  the  verbs,  and  tell  why  they  are  verbs.  The  next 
lesson  may.  be  to  learn  the  different  kinds  of  nouns,  and 
articles,  and  what  belongs  to  each,  and  then  he  should 
select  the  nouns  in  a  sentence,  and  tell  why  they  are 
nouns  ;  what  kind  and  why — what  number  and  why — 
what  gender  and  why — what  person  and  why ;  also,  the 
articles,  and  tell  why  they  are  articles,  what  kind,  and 
why  of  that  kind.  Let  the  scholar  proceed  in  this  way 
through  the  pronoun  and  through  the  verb,  and  then 
learn  the  other  parts  of  speech.  He  should  then  be 
taught  to  parse  all  the  words  of  a  sentence  in  course, 
and  tell  what  each  word  is,  and  give  his  reason  for  eve- 
ry thing  he  says  about  it.  In  this  way  he  will  learn  un- 
derstandingly,  and  will  be  able  to  see  why  those  defini- 
tions and  rules  have  been  given,  which  he  has  been  call- 
ed upon  to  commit  to  memory. 

After  he  can  demonstrate  easily,  he  may  be  directed 
to  commit  to  memory  some  of  the  most  important  rules 
of  syntax,  and  to  apply  them  to  the  language  which  he 
parses.  He  should  be  asked  when  he  says  '  the  nomina- 

*The  reader  is  referred  to  the  Grammatical  Assistant,  Second  Edition 
by  the  Author,  for  a  full  account  of  this  mode  of  teaching. 


SCHOOL-MASTERS.  97 

tive  case  governs  a  verb,'  or  a  '  verb  agrees  with  its  nomi- 
native case,'  how  the  rule  applies  to  the  phrase  in  ques- 
tion, and  on  what  principle  it  is  founded  1  and,  though 
he  may  not  be  able  to  give  an  answer,  yet,  by  having 
been  asked  the  question,  he  will  be  more  likely  to  recol- 
lect the  explanation  which  you  may  give,  and  be  able  to 
repeat  it  when  you  ask  him  again, 

A  mode  like  the  above,  pursued  through  the  whole 
course  of  grammar,  will  leave  nothing  dark  to  the  mind 
of  the  scholar.  He  will  understand  as  fast  as  he  pro- 
ceeds, and  will  find  nothing  hard. 

3.  When  the  rules  of  syntax  are  acquired  and  he  can 
apply  them  with  facility,  he  will  be  prepared  to  analyze 
sentences,  and  should  be  taught  to  distinguish  between  a 
sentence  and  phrase — a  simple  and  compound  sentence, 
and  also  to  know  what  are  the  principal  parts  of  a  sen- 
tence, as,  the  subject,  attribute  and  object. 

The  exercise  of  showing  how  words  •  are  derived  one 
from  another  should  be  continued,  and  the  pupil  be  ac- 
customed to  point  out  the  different  parts  of  speech,  which 
may  come  from  a  single  word.  He  will,  by  this,  be  able 
to  see  the  dependence  of  one  word  upon  another,  and 
learn  to  discriminate  the  character  of  each. 

In  this  connexion  I  would  recommend  giving  him  sen- 
tences, in  which  there  is  some  grammatical  error,  for  him 
to  detect,  and  to  give  his  reason  for  thinking  it  an  error. 
This  exercise  is  very  important,  as  it  will  lead  him  to 
guard  against  errors  in  the  formation  of  sentences,  and 
will  help  him  to  apply  the  knowledge  which  he  has  ac- 
quired, to  practical  purposes.  In  selecting  sentences  for 
this  purpose,  it  will  be  well  to  take  them  from  the  con- 
versation of  the  scholar  himself,  or  such  language  in 
common  use,  as  is  ungrammatical.  This  will  lead  him 
to  examine  his  own  language  by  the  rules  which  he  has 
learned,  and  enable  him  to  detect  his  own  errors. 

It  will  be  expected  that  you  should  instruct  your  schol- 
ars in  Penmanship.  This  is  a  very  necessary  accom- 
plishment, but  it  would  be  better,  if  it  could  be  taught  in 
a  school,  where  it  should  be  the  only  branch.  Yet  long 
custom  has  placed  it  among  the  requisitions  of  a  com- 
mon school.  It  is  not  possible,  I  think,  at  present,  .to" 
9 


98  LECTURES    TO 

obviate  this  inconvenience,  and  the  only  inquiry  is,  how 
we  may  make  it  the  least  injurious  to  other  branches  of 
study,  and  secure  the  greatest  improvement  therein. 

The  result  of  my  own  experience  has  been,  that  three 
quarters  of  an  hour,  devoted  once  a  day  exclusively  to 
this  exercise,  is  better  than  a  longer  period,  and  is  the 
least  likely  to  interfere  with  other  studies.  The  follow- 
ing are  all  the  directions  for  which  I  have  time. 

1.  Prepare  all  the  books  for  writing  at  your  own  room, 
and  furnish  the  copies  which  will  be  necessary  for  the 
day.     If  any  books  are  not  ruled  for  writing,  I  would 
recommend  to  the  instructer  to  do  it  himself,  when  he 
prepares  the  copies.     This  will  save  much  time  to  the 
school,  and  prevent  much  disturbance  from  the  noise  of 
borrowing  rules,  or  frequent   removals  to  get  and  use 
them.     The  copies  ought  to  be  prepared  before  you^come 
into  school,  in  order  to  have  your  whole  time  when  there, 
to  devote  to  other  objects. 

When  the  hour  appointed  for  writing  arrives,  let  every 
thing  else  be  dropped  by  -those  who  are  to  write ,  let 
them  take  their  books  and  pens,  and  attend  only  to  their 
writing. 

2.  While  the  scholars  are  writing,  devote  your  whole 
attention  to  them.     See  that  every  one  sits  in  an   easy 
and  proper  posture.     Attend  to  the  manner  in  which 
every  pen  is  held,  and  be  careful  that  all  write  slowly. 
The  master  should  go  from  scholar  to  scholar,  and  give 
directions,  as  he  may  .find  them  necessary.     If  the  house 
is  properly  constructed,  he  will  be   able  to  go  to  every 
scholar  in  the  class  once  in  two  or  three,  or  at  most,  in 
five  minutes,  and  will  be  able  to  direct,  in  regard  to  the 
writing  of  every  line — to  point  out  errors  and  defects  to 
be  avoided.     The  progress  of  the  pupil  will  depend  very 
much  upon  the  interest  he  is  made  to  feel  in  the  subject. 
Without  attention,   no   progress  of  importance  can  be 
made. 

3.  When  the  time  for  writing  has  expired,  let  all  the 
pens  be  cleaned   at   once,  and  the  books  returned.     If 
scholars  are. permitted  to   continue  writing,  after  the  at- 
tention of  the  instructer  is  turned  to  other  exercises  of 
the  school,  they  will  often  write  carelessly,  and  make  no 


SCHOOL-MASTERS.  99 

improvement.  When  one  ceases,  all  should  cease,  and 
direct  their  attention  to  other  things. 

By  pursuing  a  course  like  the  above,  there  will  be  very 
little  loss  of  time,  and  very  little  danger  of  the  forma- 
tion of  careless  habits.  But  if  scholars  are  permitted  to 
call  for  copies  when  they  please,  and  to  write  as  much 
and  as  carelessly  as  they  please,  they  will  greatly  disturb 
the  course  of  the  school,  and  probably  contract  habits 
which  will  be  broken  up  with  difficulty ;  they  will  waste 
paper  and  time,  and  make  very  little  progress  either  in 
writing  or  in  their  other  studies. 

4.  In  preparing  copies,  it  is  important  to  have  a  sys- 
tem. The  easiest  parts  of  letters  should  be  first  made, 
and  a  regular  course  of  lessons  given.  Unless  some  sys- 
tem is  adopted,  it  will  be  impossible  for  the  teacher  to 
be  uniform  with  himself.  He  will  be  liable  to  neglect 
some  letters,  while  others  are  very  frequently  used  in  the 
copies.  Every  one  who  pretends  to  teach  without  fol- 
lowing some  system,  will  fail  of  teaching  well. 

I  conclude  this  Lecture,  with  a  few  remarks  on  teach- 
ing History.*  This  is  a  study  which  ought  to  be  pursued 

*  The  following  remarks  on  this  point  are  from  J.he  Journal  of  Educa- 
tion, and  better  than  any  that  I  have  seen. 

(  The  teacher's  first  duty,  o,n  this  plan  is  to  make  himself  familiar  with 
all  the  details  of  the  history  of 'the  city,  town,  or  village  in  which  he  teaches, 
and  to  take  particular  notice  of  every  spot  or  object  which  is  linked  with 
an  historical  association, — with  the  occurrence  of  any  remarkable  event. 
The  second  step  in  this  practical  method  of  teaching,  is,  to  carry  the  young 
learners  to  as  many  as  possible  of  these  places  or  objects,  and  to  fasten  on 
the  youthful  mind  a  correct  and  abiding  impression  of  them,  as  connected 
with  the  event  which  gives  them  their  celebrity  or  interest.  Here  are  sev- 
eral great  points  gained  : — the  health  of  the  pupils  is  benefitted  by  the  fresh 
open  air,  and  the  invigorating  exercise  of  walking; — the  corporeal  effort 
and  enjoyment  produce  an  active,  and  excited,  and  happy  state  of  mind;-— 
every  thing  wears  the  aspect  of  reality,  and  of  nature,  and  of  life, — curios- 
ity is  excited  to  the  highest  pitch,  and  receives  the  amplest  gratification; — 
from  the  living  voice  of  the  teacher,  the  ear  drinks  in  instruction  with  fde- 
light,  in  the  scene  of  the  strange,  or  romantic,  or  glorious  action  which  has 
left  its  indelible  impress  on  the  spot; — the  teacher  too  looses  the  character 
of  the  task-master,  and  becomes  the  living  and  venerated  oracle  of  his  young 
circle  of  listeners,  he  becomes  one  of  their  sources  of  pleasure  and  is  lov- 
ed accordingly.  These  results  are  brilliant;  but  they  are  not  imaginary  : 
they  are  those  which  took  place  in  the  early  lessons  received  in  childhood 
by  the  individual  who  writes  this  article,  and  which  he  has  had  the  happi- 
ness of  seeing  realized  in  the  young  listeners  to  his  own  words. 

'  Here  a  person  who  is  unacquainted  with  this  mode  of  instruction  may 


100  LECTURES    TO 

in  all  your  schools,  at  least  so  far  as  relates  to  the  histo- 
ry of  our  own  country.  Every  teacher  should  speak  of 
it  as  a  necessary  study,  and  as  one  which  will  be  very 
pleasant.  Though  there  is  no  text-book,  which  seems 
to  me  exactly  fitted  for  common  schools,  yet  there  are 
many  that  contain  valuable  information,  and  by  selecting 
subjects  from  them  of  the  most  interest,  and  making 
these  plain  to  the  understanding  of  the  scholar,  by  such 
illustration  as  the  nature  of  them  will  admit,  the  children 
will  be  highly  interested. 

I  would  recommend  to  you  to  commence  with  a  class,  by 
giving  them  several  lectures  on  the  history  of  their  own 
town  or  state,  or  the  places  where  they  are  most  ac- 
quainted. Then  lessons  from  books  in  regard  to  partic- 
ular events,  which  have  taken  place.  Such  should  be 
selected  as  have  been  connected  in  an  eminent  degree 
with  the  welfare  of  the  country.  When  subjects  are 
given  them,  instead  of  requiring  them  to  take  all  the 
events  in  their  connexion,  the  class  will  be  more  likely  to 
engage  with  interest,  and  to  retain  what  they  learn.  If 
these  lessons  are  given,  following  the  order  of  time  in 
which  the  incidents  occurred,  a  connected  history  of  the 
most  prominent  events  will  be  obtained,  and  each  gener- 
al subject  will  remain  firmly  fixed  in  the  mind. 

To  illustrate  more  fully  what  I  mean. — After  a  few 
general  subjects,  such  as  may  regard  the  history  of  the 
town,  neighborhood  or  state,  I  would  recommend  that 

start  an  objection.  But  what  if  there  is  no  high,  romantic,  or  kindling  in- 
terest in  the  scene  where  you  teach  !  The  simple  answer  is,  it  is  not  ne- 
cessary that  there  should  be.  The  interesting  details  of  humble  adventure, 
the  narrative  of  domestic  life,  the  tale  of  the  early  settlers,  all  of  which 
have  a  poetic  charm  for  the  young,  will  serve  the  same  purpose,  will  en- 
kindle curiosity,  secure  attention,  and  convert  the  study  of  history,  from  a 
task  or  a  book-dream,  into  a  pleasing  reality.  Another  objection  may  be 
that,  with  young  pupils,  this  method  of  instruction  is  necessarily  circum- 
scribed ; — they  cannot  walk  or  travel  so  far  as  to  embrace  a  very  wide  cir- 
cle of  classical  or  historic  ground.  Granted  :  still,  every  village  has  the 
little  story  of  its  early  settlement,  and  its  spots  or  objects  noted  for  some- 
thing which  took  place  in  days  gone  by  ;  and  should  there  be  but  one  such 
spot  or  object,  it  will  serve,  to  begin  with,  to  give  the  study  of  history  the 
aspect  of  reality.  For  every  event  read  in  a  wider  circle  of  historical  nar- 
rative, will  by  association  be  made  to  bear  a  resemblance  to  this.  The 
young  pupil  will  be  made  to  realize  that  such  things  toere. 

1  After  such  a  beginning,  the  teacher  transfers  as  far  as  he  can,  the  same 
method  to  the  study  of  the  history  of  the  country  or  state  in  which  his  pu- 
pils reside,  and  afterwards  to  that  of  their  native  country  in  general.' 


SCHOOL-MASTERS.  101 


the  lessons  be  given  oui:  in^aMoapti^r  soniewhat  like  the 
following.  —  *  You  may  take  your  histories  and  learn,  so 
that  you  can  relate  to  me,  the  most  important  particulars 
relative  to  the  first  discovery  of  the  country.  I  shall 
ask  you  these  questions  :  —  Who  discovered  America  1 
From  what  country  was  he  1  How  many  ships  had  he  1 
What  happened  on  the  voyage  1  After  his  men  had 
grown  disaffected  how  long  did  Columbus  persuade  them 
to  sail  ?  What  happened  during  that  time  1  What  did 
Columbus  do  when  he  arrived  at  the  shore  1  What  name 
did  he  give  to  the  place  !  Whom  did  he  find  there  1 
What  was  it  that  interested  very  much  the  attention  of 
his  men  2  What  did  the  natives  think  of  Columbus  and 
his  crew  1  What  happened  when  they  were  on  their 
homeward  passage  ?  How  were  they  received  ?  &c.' 
The  next  subject  may  be  the  first  settlement  of  James- 
town ;  then,  that  of  New  England  ;  the  next,  the  history 
of  the  settlement  of  New-York,  and  of  its  being  taken 
by  the  English.  *  Now,'  you  may  say  to  them,  4  1  wish 
you  to  tell  me  for  your  next  lesson,  about  the  contest  be- 
tween the  Colonies  and  England,  and  what  was  the  con- 
sequence !  —  Afterwards,  the  particulars  of  the  battle  of 
Lexington,  then,  that  of  Bunker  Hill,  &c.' 

By  proceeding  in  this  way,  and  directing  the  pupil  to 
fix  his  mind  on  but  one  subject,  for  each  lesson,  he  will 
be  able  to  understand  his  lesson  fully,  and  will  read  at- 
tentively every  thing  that  regards  the  subject  on  which 
he  is  to  be  examined.  I  am  confident  that  two  objects 
will  be  secured  Jby  this  mode,  which  are  not  gained  as 
well  by  putting  a  book  into  the  hands  of  a  scholar  and 
requiring  him  to  learn  the  whole  :  viz,  He  will  be  better 
pleased,  and  will  gain  a  more  distinct  knowledge  of  the 
most  interesting  facts.  I  would  not  say  positively  that 
the  mode  I  have  recommended  is  the  best  ;  but  it  has 
succeeded  better  than  any  I  have  known  adopted  in  our 
schools.  If  the  members  of  a  class  have  different  books, 
it  will  not  be  very  material,  as  each  author  treats  of  all 
the  most  interesting  facts  in  history.* 

*The  First  Book  of  History  by  Peter  Parley   is  finely  adapted  to  the- 
mode  recom  mewled  above. 
9* 


104  LECTURES    TO 

ing  the  most  prominent  ideas,  so  as  to  treasure  them  up. 
But  as. they  will  not  be  likely  to  retain  any  full  sentence, 
it  leads  them  to  the  exercise  of  arranging  ideas  in  sen- 
tences, nearly  as  much  as  writing  an  original  composi- 
tion. They  will  not  he  discouraged  on  account  of  not 
knowing  what  to  write,  and  will  probably  be  amused  and 
pleased  with  the  exercise. 

4.  General  subjects  may  afterwards  be  given  them  on 
which  to  write.  These  should  be  those  with  which  they 
are  familiar,  or  may  become  so  by  reading. 

It  is  always  better  to  give  subjects  than  to  let  the  pu- 
pil select  for  himself;  for  he  will  often  choose  without 
judgment,  and  is  frequently  unable  to  decide  on  any  one. 
He  will  often  select  the  hardest  subjects,  thinking  them 
the  easiest.  Of  this  kind,  are  such  as  the  following ; 
friendship,  love,  hope,  spring,  summer,  autumn,  winter, 
youth,  &c. 

In  selecting  subjects  it  is  very  important  they  should 
be  such  as  will  benefit  the  scholars  in  a  moral  point  of 
view,  or  in  supplying  rules  and  precepts  for  the  transac- 
tions of  life.  If  a  young  person  can  be  excited  to  a 
proper  course  of  reflection  on  the  influence  which  differ- 
ent habits  will  have  upon  his  happiness  and  usefulness, 
he  will  be  much  more  likely  to  form  Correct  ones,  than 
he  would  without  such  reflections.  It  is  therefore  of 
very  great  importance  to  lead  the  young  to  such  reflec- 
tions as  shall  be  of  the  greatest  benefit  in  the  formation 
of  correct  habits.  Such  questions  as  the  following,  when 
given,  as  subjects  of  composition,  have  been  found  very 
useful.  What  four  things  ought  the  young  to  seek  first, 
in  order  to  promote  their  happiness  ?  What  six  habits 
may  I  form  while  young,  that  will  secure  to  me  the  great- 
est personal  enjoyment,  and  respectability  ?  By  the  for- 
mation of  what  five  habits  can  I  do  the  most  good  to  my 
fellow-creatures?  By  what  five  habits  can  I  most  in- 
jure society  ?  Describe  the  character  of  such  persons  or 
families  as  you  would  wish  for  your  neighbors.  Must  tin 
drunkard  be  an  unhappy  man?  if  so,  why  ?  Do  you  be- 
lieve the  thief,  liar,  &,c.  can  be  happy  ?  if  not,  why  ? 

Questions  on  subjects  of  this  kind  may  be  multiplied 
and  varied  according  to  the  judgment  of  the  teacher,  and 


SCHOOL-MASTERS.^  105 

may  be  rendered  easier  or  harder  according  to  the  abili- 
ty of  the  class.  The  scholars  thus,  not  only  derive  sat- 
isfaction from  the  easy  accomplishment  of  their  tasks, 
but  are  excited  to  reflect,  and  to  make  up  their  opinions 
on  subjects  very  important  to  them,  while  forming  habits 
and  characters  for  life. 

5.  Recommend  to  your  pupils  to  correspond  with  each 
other  by  letters — to  ask  each  other  questions  to  be  an- 
swered in  writing,  also  to  write  down  their  own  reflec- 
tions for  their  own  private  use. 

The  effect  of  this  course  will  unquestionably  be  salu- 
tary. They  will  not  only  be  excited  to  a  cultivation  of 
the  social  affections,  but  will  undoubtedly  be  much  ad- 
vanced in  the  art  of  composition.  This  knowledge,  how- 
ever, will  not  long  be  retained  without  practice.  The 
necessity  of  this  should  be  constantly  urged.  Every 
thing,  which  has  a  tendency  to  call  forth  their  own  pow- 
ers of  mind,  is  important,  and  will  be  productive  of 
good. 

After  composition,  or  in  connexion  with  it,  it  is  highly 
important,  that  you  should  lead  the  scholars  to  become 
interested  in  the  subject  of  moral  philosophy.  It  may 
not  indeed  be  practicable  in  some,  perhaps  a  majority  of 
schools,  to  introduce  the  regular  study  of  this  branch, 
but  you  may  make  your  scholars  acquainted  with  some 
of  its  important  principles,  and  teach  them  to  examine 
the  reasons  of  moral  distinctions.  You  may  direct  them 
to  examine  the  character  of  the  things  they  approve,  and 
of  those  they  disapprove ;  why  some  things  please  and 
others  displease  them.  They  may  be  taught  that  in  all 
there  is  implanted  a  moral  sentiment,  and  this  has  a  ma- 
terial influence  on  human  happiness.  You  may  inform 
them  what  feelings  and  what  actions  are  virtuous  and 
what  are  vicious  by  referring  them  to  the  great  rule  of 
of  duty,  as  presented  in  the  law  of  God. 

It  is  important  for  every  one  to  have  some  acquaint- 
ance with  some  of  the  first  principles  of  Natural  Philoso- 
phy and  Chemistry.  With  the  results  of  these  principles 
every  one  is  daily  acquainted.  But  of  the  principles 
which  produce  these  results  multitudes  are  totally  igno- 
rant. 


106  LECTURES    TO 

They  are  of  course  unable  to  apply  these  principles  to 
the  practical  purposes  of  life.  The  production  of  some 
of  the  most  common  phenomena  is  often  as  mysterious 
to  them,  as  the  most  abtruse  principles  of  science.  Now 
it  certainly  would  add  to  their  happiness,  and  often  to 
their  success  in  life,  if  many  of  these  phenomena  wen- 
explained  to  them.  Every  child  knows  that  water  will 
rise  in  a  pump,  but  why  or  how  it  gets  up  is  often  a  mys- 
tery to  him — he  knows  that  wood,  when  put  upon  the 
fire  will  burn,  and  that  a  stone  will  not,  but  why  one 
should  burn  rather  than  the  other  he  cannot  tell.  He 
knows  he  can  raise  a  weight  by  a  lever,  which,  without 
it,  would  resist  his  strength,  but  why  he  gains  power  he 
does  not  know.  He  sees  .one  piece  of  land  productive 
and  another  barren,  but  what  should  occasion  the  differ- 
ence is,  not  unfrequently,  a  mystery. 

Now,  what  I  wish  on  your  part  is,  that  some  of  these 
principles  should  be  familiarly  explained,  for  the  purpose 
of  correcting  wrong  ideas  and  leading  scholars  to  attend 
to  principles  of  daily  interest  and  occurrence.  This  you 
ought  to  be  able  to  do. 

In  regard  to  these  and  other  subjects  on  which  you 
may  have  opportunity  to  remark,  let  it  be  your  undevia- 
ting  rule  to  impart  all  the  knowledge  within  your  power. 

I  wish  to  add  a  direction  here,  for  which  I  have  found 
no  better  place  in  these  Lectures  ;  viz.  study  to  seize  on 
and  improve  favorable  moments  to  impart  valuable  instruc- 
tion, or  important  practical  knowledge. 

There  are  some  seasons  when  impressions  may  be 
made  on  the  minds  of  the  young,  much  more  readily 
than  at  others.  The  attention  is  awake,  the  mind  be- 
comes aroused  and  impressions  then  made  will  be  more 
lasting,  than  when  the  mind  is  not  excited.  Such  H-.-I- 
sons  should  be  regarded  as  a  seed-time,  which  if  improv- 
ed by  the  teacher,  may  be  the  means  of  producing  very 
important  fruits. 

I  shall  be  best  understood,  by  examples.  An  eclipse 
occurred  during  the  hours  of  the  school.  The  darkness 
occasioned  a  suspension  of  labor  for  a  season.  After 
permitting  the  scholars  to  go  and  look  at  it,  and  at  the 


SCHOOL-MASTERS.  107 

objects  around  shrouded  in  gloom,  the  teacher  returned 
with  them  to  the  school-room,  and  addressed  them  in  the 
following  manner. 

'  You  have  seen,'  said  he,  *  a  most  interesting  sight  to- 
day, and  one  which  may  lead  you  to  some  profitable 
reflections.  The  moon  is  a  planet  very  small  when  com- 
pared with  the  earth,  or  sun,  and  yet  by  being  near  us, 
and  coming  between  us  and  the  sun,  has  obscured  that 
light  which  is  so  cheerful  and  necessary.  I  wish  to  turn 
your  thoughts  for  a  moment  to  the  interesting  nature  of 
the  study  of  astronomy,  by  which  the  motions  of  the 
heavenly  bodies  may  be  perfectly  known,  and  their  size 
and  distance  determined  with  certainty.  I  wish  you  to 
know  also,  the  importance  of  this  science  to  us.  If  as- 
tronomers had  not  been  able  to  tell  us  of  this  eclipse  and 
had  not  we  expected  it  to-day,  how  great  must  have  been 
our  terror  !  We  might  have  been  as  much  frightened  as 
some  of  the  ancients  are  said  to  have  been  at  similar  ap- 
pearances. But  now  we  look  upon  it  with .  the  utmost 
delight,  as  a  rare  exhibition  of  the  effect  of  planetary 
motion.  Had  you  seen  an  astronomer  calculating  this 
eclipse  five  years  ago,  you  might  have  said  he  was  not 
surely  doing  any  thing  to  benefit  you ;  but  you  now  see 
how  much  terror  and  fear  he  has  saved  you,  by  telling 
you  beforehand  of  the  sublime  spectacle  of  to-day.  All 
the  art,  which  lie  had,  is  what  you  may  easily  acquire,  by 
attending  to  the  study  of  astronomy.  Who  is  there  that 
would  not  delight  in  a  study  so  sublime  and  important  ? 
He  who  .first  learned  that  this  eclipse  would  happen  to- 
day, was  once  a  little  child,  and  knew  no  more,  than  the 
most  ignorant  of  you.  You  may,  like  him,  become 
learned  and  wise.  By  resolutely  and  faithfully  pursuing 
your  studies  you  may  be  able  to  understand  all,  that  oth- 
ers know  of  astronomy,  or  any  other  of  the  sciences 
which  man  has  acquired.  But  he,  among  you,  who  is 
unwilling  to  persevere  in  obtaining  knowledge,  must  con- 
tinue to  be  ignorant  of  that  which  others  know.  Now 
who  of  you  will  choose  to  be  ignorant,  and  who  of  you 
will  endeavor  to  be  wise  1  I  shall  know  your  individual 
determinations,  by  observing  who  of  you  are,  hereafter, 
faithful  in  improving  your  time,  and  who  among  you 


108  LECTURES    TO 

choose  play  and  ignorance,  in  preference  to  application 
and  wisdom.' 

Take  another  example  ;  one  of  actual  occurrence.  It 
was  a  chilly  day  of  wintei^  and  we  were  all  seated  in  a 
comfortable  school-room.  A  man  of  most  wretched  ap- 
pearance was  seen  passing  by,  drawing  a  hand-sled,  on 
which  were  several  bundles  of  woolen  rags*  the  remnants 
of  garments  worn  till  they  could  be  of  no  further  use. 
He  was  clad  in  those  but  little  better,  and  was  apparent- 
ly so  weak  as  to  be  scarcely  able  to  draw  his  sled.  Some 
looked  out  of  the  window  and  began  to  laugh.  The  in- 
structer  saw  him,  and  remarked,  '  you  may  all  rise  up 
and  see  that  wretched  man  passing  by.'  All  did  so,  and 
nearly  all  were  diverted  to  laughter.  After  all  had  seen 
him,  the  master  told  them  they  might  take  their  seats, 
and  then  remarked  :  '  I  was  willing  you  should  look  at 
that  man,  but  possibly  my  object  was  very  different  from 
yours,  as  I  see  the  effect  on  your  feelings  was  very  dif- 
ferent from  what  was  produced  on  mine.  That  misera- 
ble man,  you  at  once  perceive,  is  crazy.  He  has  bundles 
of  rags  on  his  sled,  which,  perhaps,  he  values,  though 
they  can  be  of  no  service  to  him.  You  perceived  he 
looked  pale  and  emaciated  ;  he  was  so  weak  as  scarcely 
to  be  able  to  draw  his  load.  He  is  very  poorly  shielded 
from  the  cold  of  winter,  and  will  very  probably  perish  in 
the  snow.  Now  tell  me,  my  scholars,  does  this  man  ex- 
cite your  laughter  ?  He  was  once  a  school-boy ;  spright- 
ly and  active  as  any  of  you ;  his  return  from  school  was 
welcomed  by  joyful  parents,  and  his  presence  gave  plea- 
sure to  the  youthful  throng,  who  met  each  other  in  a 
winter  evening  for  merriment  and  sport.  Look  at  him 
now,  and  can  you  sport  with  him,  who  has  lost  his  rea- 
son, and,  in  losing  that,  has  lost  all  ?  Should  I  point  to 
one  of  you,  and  be  able  by  looking  down  into  future 
years,  to  say  to  the  rest,  your  associate  here  will  hereaf- 
ter be  insane  and  roam  around  a  wretched  maniac,  would 
you  not  rather  weep  than  laugh  ?  You  saw  me  affected 
when  I  began  to  speak — I  will  tell  you  why. — I  once  had 
a  friend. — He  was  dear  to  me  as  a  brother ;  he  was  eve- 
ry thing  I  could  wish  in  a  friend.  The  character  of  his 


SCHOOL-MASTERS.  109 

mind  was  such,  as  raised  in  his  friends  high  expectations. 
I  have  indeed,  seldom,  if  ever  seen  his  equal.  He  could 
grasp  any  subject,  and  what  others  found  difficult,  only 
served  as  amusement  for  him.  I  have  many  of  his  let- 
ters which  would  not  disgrace  any  well  educated  man, 
although  written  by  him,  when  he  was  a  school-boy.  I 
expected  to  see  him  taking  a  lead  in  the  affairs  of  men, 
and  that  his  opinions  would  be  quoted  by  others.  I  saw 
him  after  an  absence  of  two  years — where,  do  you  ask  ? 
it  was  in  a  cage,  and  even  then  he  was  chained  !  He 
was  a  maniac  of  the  most  decided  character.  The  mo- 
ment he  saw  me,  he  seized  my  hand,  with  wild  joy,  and 
for  a  while  refused  to  release  it.  He  had  in  his  madness 
worn  the  skin  from  his  own,  and  when  I  freed  myself, 
my  hand  was  reddened  by  his  blood.  For  years,  he  has 
wandered  about,  when  it  was  safe  to  liberate  him.  But 
he  is  now,  and  he  always  will  be  a  miserable  maniac. 

« I  have  known  sorrow — have  seen  friends  die  that 
were  as  near  as  friends  could  be  ;  but  the  hour  that  I  sat 
by  the  confined  and  crazy  Bernet,  was  an  hour  of  the  great- 
est anguish  I  ever  knew. 

Remember,  my  pupils,  from  what  has  passed  this  hour, 
to  render  unfeigned  thanks  to  God,  for  continuing  your 
reason  hitherto,  and  if  ever  again  you  are  disposed  to 
laugh,  when  a  crazy  man  passes,  remember  what  may  be 
your  own  condition  hereafter.' 

Many  occasions  will  occur,  when  you  may  make  salu- 
tary and  lasting  impressions  on  the  minds  of  those  plac- 
ed under  your  instruction.  Seize  these  precious  occa- 
sions, and  improve  them  with  a  high  regard  to  the  best 
interest  of  your  pupils.  In  all  your  intercourse  with 
scholars,  it  is  incumbent  on  you  to  make  use  of  every 
means  not  only  to  promote  their  present  welfare,  but  to 
lay  the  foundation  of  those  habits  of  thinking  and  acting, 
which  will  promote  their  greatest  happiness  hereafter. 
By  keeping  this  constantly  in  mind,  you  may  be  the  oc- 
casion of  lasting  benefit  to  them,  and  have  the  satisfac- 
tion of  reflecting  that  you  have  done  your  duty.  If  you 
fail  of  doing  your  duty  faithfully,  conscience  will  upbraid 
you,  whether  others  do  or  not 

10 


108  LECTURES    TO 

choose  play  and  ignorance,  in  preference  to  application 
and  wisdom.' 

Take  another  example  ;  one  of  actual  occurrence.  It 
was  a  chilly  day  of  winter*  and  we  were  all  seated  in  a 
comfortable  school-room.  A  man  of  most  wretched  ap- 
pearance was  seen  passing  by,  drawing  a  hand-sled,  on 
which  were  several  bundles  of  woolen  rags*  the  remnants 
of  garments  worn  till  they  could  be  of  no  further  use. 
He  was  clad  in  those  but  little  better,  and  was  apparent- 
ly so  weak  as  to  be  scarcely  able  to  draw  his  sled.  Some 
looked  out  of  the  window  and  began  to  laugh.  The  in- 
structer  saw  him,  and  remarked,  .'  you  may  all  rise  up 
and  see  that  wretched  man  passing  by.'  All  did  so,  and 
nearly  all  were  diverted  to  laughter.  After  all  had  seen 
him,  the  master  told  them  they  might  take  their  seats, 
and  then  remarked  :  '  I  was  willing  you  should  look  at 
that  man,  but  possibly  my  object  was  very  different  from 
yours,  as  I  see  the  effect  on  your  feelings  was  very  dif- 
ferent from  what  was  produced  on  mine.  That  misera- 
ble man,  you  at  once  perceive,  is  crazy.  He  has  bundles 
of  rags  on  his  sled,  which,  perhaps,  he  values,  though 
they  can  be  of  no  service  to  him.  You  perceived  he 
looked  pale  and  emaciated  ;  he  was  so  weak  as  scarcely 
to  be  able  to  draw  his  load.  He  is  very  poorly  shielded 
from  the  cold  of  winter,  and  will  very  probably  perish  in 
the  snow.  Now  tell  me,  my  scholars,  does  this  man  ex- 
cite your  laughter  ?  He  was  once  a  school-boy  ;  spright- 
ly and  active  as  any  of  you ;  his  return  from  school  was 
welcomed  by  joyful  parents,  and  his  presence  gave  plea- 
sure to  the  youthful  throng,  who  met  each  other  in  a 
winter  evening  for  merriment  and  sport.  Look  at  him 
now,  and  can  you  sport  with  him,  who  has  lost  his  rea- 
son, and,  in  losing  that,  has  lost  all  1  Should  I  point  to 
one  of  you,  and  be  able  by  looking  down  into  future 
years,  to  say  to  the  rest,  your  associate  here  will  hereaf- 
ter be  insane  and  roam  around  a  wretched  maniac,  would 
you  not  rather  weep  than  laugh  ?  You  saw  me  affected 
when  I  began  to  speak — I  will  tell  you  why. — I  once  had 
a  friend. — He  was  dear  to  me  as  a  brother ;  he  was  eve- 
ry thing  I  could  wish  in  a  friend.  The  character  of  his 


SCHOOL-MASTERS.  109 

mind  was  such,  as  raised  in  his  friends  high  expectations. 
I  have  indeed,  seldom,  if  ever  seen  his  equal.  He  could 
grasp  any  subject,  and  what  others  found  difficult,  only 
served  as  amusement  for  him.  I  have  many  of  his  let- 
ters which  would  not  disgrace  any  well  educated  man, 
although  written  by  him,  when  he  was  a  school-boy.  I 
expected  to  see  him  taking  a  lead  in  the  affairs  of  men, 
and  that  his  opinions  would  be  quoted  by  others.  I  saw 
him  after  an  absence  of  two  years — where,  do  you  ask  ? 
it  was  in  a  cage,  and  even  then  he  was  chained  !  He 
was  a  maniac  of  the  most  decided  character.  The  mo- 
ment  he  saw  me,  he  seized  my  hand,  with  wild  joy,  and 
for  a  while  refused  to  release  it.  He  had  in  his  madness 
worn  the  skin  from  his  own,  and  when  I  freed  myself, 
my  hand  was  reddened  by  his  blood.  For  years,  he  has 
wandered  about,  when  it  was  safe  to  liberate  him.  But 
he  is  now,  and  he  always  will  be  a  miserable  maniac. 

'  I  have  known  sorrow — have  seen  friends  die  that 
were  as  near  as  friends  could  be  ;  but  the  hour  that  I  sat 
by  the  confined  and  crazy  Bernet,  was  an  hour  of  the  great- 
est anguish  I  ever  knew. 

Remember,  my  pupils,  from  what  has  passed  this  hour, 
to  render  unfeigned  thanks  to  God,  for  continuing  your 
reason  hitherto,  and  if  ever  again  you  are  disposed  to 
laugh,  when  a  crazy  man  passes,  remember  what  may  be 
your  own  condition  hereafter.' 

Many  occasions  will  occur,  when  you  may  make  salu- 
tary and  lasting  impressions  on  the  minds  of  those  plac- 
ed under  your  instruction.  Seize  these  precious  occa- 
sions, and  improve  them  with  a  high  regard  to  the  best 
interest  of  your  pupils.  In  all  your  intercourse  with 
scholars,  it  is  incumbent  on  you  to  make  use  of  every 
means  not  only  to  promote  their  present  welfare,  but  to 
lay  the  foundation  of  those  habits  of  thinking  and  acting, 
which  will  promote  their  greatest  happiness  hereafter. 
By  keeping  this  constantly  in  mind,  you  may  be  the  oc- 
casion of  lasting  benefit  to  them,  and  have  the  satisfac- 
tion of  reflecting  that  you  have  done  your  duty.  If  you 
fail  of  doing  your  duty  faithfully,  conscience  will  upbraid 
you,  whether  others  do  or  not. 

10 


110  LECTURES    TO 


LECTURE    XII. 


I  HAVE  hitherto  said  but  little  to  you  upon  the  propel- 
method  of  exciting  the  attention  of  scholars  to  their 
studies.  I  now  call  attention  to  it. 

In  the  sentiments  advanced,  you  will  probably  observe 
a  wide  difference  from  those  that  may  have  been  exhib- 
ited to  you,  by  instructers  heretofore.  I  am  persuaded 
however,  you  will  give  them  an  attentive  examination,  be- 
fore you  judge  them  unworthy  of  attention.  If  this  is 
done  I  have  no  fear  of  the  results. 

What  are  proper  inducements  to  be  made  use  of,  in 
gaining  the  attention  of  scholars,  and  leading  them  to 
improve  their  opportunities  for  acquiring  knowledge  ? 

In  answering  this  question,  it  must,  I  think  be  con- 
ceded, that  those  inducements  should  be  used,  which  will 
lead  to  the  happiest  result,  and  not  be  attended  with 
particular  or  general  evil ;  and  those  methods  of  excite- 
ment are  censurable,  which  are  attended  with  evils  great- 
er than  the  amount  of  good  they  are  intended  to  effect. 
That  some  of  this  character  are  often  used,  I  am  con- 
vinced by  observation.  The  character  of  the  motives  in 
question,  will  here  be  presented  to  your  attention. 

1.  Are  the  principles  of  emulation  and  ambition  safe- 
ly employed  for  the  purpose  of  excitement  ?  In  order 
to  answer  this  question,  we  must  examine  the  character 
and  influence  of  both.  '  The  meaning  of  emulation,' 
says  Par/khurst,*  '  is  a  desire  to  excel)  for  the  sake  of  the 
gratification  of  being  superior  to  others.'  This  gratifi- 
cation includes  both  the  pleasure  of  reflecting  on  our 
own  superiority,  and  also  that  of  seeing  and  thinking 
that  this  superiority  is  known  to  our  companions  and  the 
world.  The  votary  of  emulation  loves  to  look  down 
upon  others ;  and  the  greater  the  number  he  sees  below 
him,  of  those  who  were  once  his  equals  or  superiors,  the 
more  exquisite  is  the  gratification  he  feels.  He  is  will- 

*  Moral  Philosophy,  p.  149. 


SCHOOL-MASTERS.  Ill 

ing  that  others  should  stand  high,  if  he  can  stand  still 
higher,  but,  if  he  must  stand  low,  he  wishes  others  to 
stand  still  lower.  This  principle  of  action  seems  some- 
times to  become  so  strong,  as  to  swallow  up  all  others. 
Of  this  a  striking  instance  is  offered  in  the  language 
which  Milton  ascribes  to  Satan : 

'Belter  to  reign  in  Hell,  than  serve  in  Heaven.' 

'He  who  is  actuated  by  a  principle  of  emulation, 
chooses  to  obtain  a  superiority  to  others,  rather  by  ele- 
vating himself,  than  by  depressing  them :  First,  because 
he  will  in  this  way,  not  only  become  superior  to  his  com- 
petiters,  but  also  to  others  at  a  greater  distance,  and  will 
thus  hold  a  more  elevated  station  in  the  view  of  the 
world  ;  and,  secondly,  because  he  will  gain  more  ap- 
plause and  admiration,  if  he  raises  himself  by  fair  means, 
than  if  he  retards  or  sinks  others,  in  order  to  get  above 
them. 

'  The  word  ambition  is  frequently  synonomous  with 
emulation  ;  but  it  is  also  used  in  a  sense  in  which  emu- 
lation is  not.  The  latter  term  is  confined  chiefly  in  its 
application  to  children  and  youth,  while  ambition  is  used 
chiefly  to  denote  the  operation  of  the  same  principles  in 
men,  especially  those  who  signalize  themselves  in  a  mili- 
tary and  political  capacity.  Emulation  has  respect 
chiefly  to  rivals  near  at  hand ;  ambition  seeks  a  superi- 
ority which  has  no  limits.  Emulation  seeks  to  excel  in 
things,  chiefly,  which  are  of  a  personal  nature ;  as  in 
bodily  strength  and  agility,  or  in  mental  attainments  and 
powers.  Ambition,  besides  seeking  to  excel  others  in 
the  same  endowments,  exercised  on  a  larger  scale,  also 
seeks  to  exceed  them  in  grandeur,  wealth  and  fame. 
The  principle  in  all  these  cases  is  the  same.  It  is  a  de- 
sire of  superiority  for  the  sake  of  the  gratification  and 
personal  advantage  it  affords.' 

I  know  that  the  word  emulation  is  not  always  used  in 
the  sense7  given  to  it  by  the  author  quoted  ^  but,  still  I 
am  unable  to  disprove  the  general  correctness  of  his 
definition.  We  sometimes  hear  the  expressions,  '  virtu- 
ous ambition,'  'just  ambition,'  '  proper  ambition,'  &c. 
The  word  is  sometimes  used  to  express  an  ardent  desire 


112  LECTURES    TO 

after  an  object,  without  reference  to  the  means,  or  to 
riv  alship  and  competition.  '  Thus  a  child  who  studies 
alone  is  said  to  be  ambitious  to  learn,  meaning  merely 
that  he  is  very  anxious  to  learn  and  to  acquire  knowl- 
edge. Thus  a  man  sometimes  says  it  is  his  4  highest 
ambition,'  to  please  another,  meaning  that  he  has  a  very 
strong  desire  to  please  another  and  to  gain  his  approba- 
tion. In  this  case  ambition  is  totally  distinct  from  emu- 
lation. I  am  not  certain,  however,  that  this  use  of  the 
word  is  found  in  any  good  writer.' 

You  will  understand  me  to  use  the  words  '  emulation 
and  ambition,  as  denoting  the  same  principle.'  In  order 
more  fully  to  answer  the  question,  whether  it  is  proper 
to  employ  the  principle  of  emulation  in  exciting  atten- 
tion to  study, — it  will  be  necessary  to  consider  with  what 
it  is  connected, — and  also,  from  what  it  is  distinct, 

1.  It  is  very  evident  that  it  is  intimately  associated 
with  both   pride   and  vanity.     Here  the   author  before 
quoted,  speaks  my  own  sentiments.     'Pride  is  the  think- 
ing of  ourselves  more  highly  than  we   ought  to  think.' 
Emulation,  by  leading  a  person  to  think  frequently  of 
his  own  attainments  and  excellencies,  cherishes  pride. 
Vanity  is  a  desire  of  admiration,  and  this  is  an  essential 
ingredient  of  emulation.     The  votary  of  emulation  usual- 
ly receives  his  chief  pleasure  from  being  admired  and 
commended.     Here  and  there  an  individual  may  be  sat- 
isfied with  a  proud  consciousness  of  a  superiority ;    but 
there  are  few  who  would  desire  any  great  superiority  to 
others,  unless  their  superiority  were  known  and  noticed. 

2.  '  Emulation  is  intimately  connected  with  hatred  and 
envy.'     '  Plato  makes  emulation   the  daughter  of  envy  ;' 
but  I  would  rather  say,  she  is  the  mother  of  envy,  since 
it  appears  to  be  a  desire  to  possess  the  superiority  and 
advantages  which  we  see  another  possess,  that  leads  us 
to  envy  him  these  advantages.     Envy  appears  not  to  be 
a  simple  principle,  but  compounded  of  a  desire  to   de- 
prive some  other  of  a  good  which  he  possesses,  because 
we  do  not  possess  the  same  ourselves,  and  hatred  of  that 
other,  because  he  enjoys  something  which  we  do  not. 
The  connexion  between  emulation  and  envy  is,  there- 
fore, that  of  cause  and  effect.     Emulation  if  unsuccess- 


SCHOOL-MASTERS.  113 

fill  always  produces  envy  ;*  and  of  course  hatred,  that 
being  an  essential  ingredient  of  envy.  Sometimes  the 
envy  that  is  produced  by  unsuccessful  competition,  is 
small  in  degree  and  transient  in  duration,  being  over- 
come by  other  principles ;  and  sometimes  it  rises  into 
anger  and  revenge,  or  settles  into  inveterate  hatred  and 
malice.  And  any  one  who  has  made  use  of  emulation 
in  the  education  of  children,  must  have  had  opportunity 
to  notice  these  unhappy  effects,' 

Emulation  is  entirely  distinct  from  some  other  princi- 
ples, which  are  virtuous,  or  at  least  innocent,  with  which 
it  is  sometimes  compounded. 

1.  4  It  is  distinct  from  a  desire  to  make   great  attain- 
ments in  virtue  and  knowledge.     A  person  may  desire 
knowledge  and  make  great  efforts  to  attain  it,  because 
he  loves  it ;  because  every  new  idea  which  the  mind  ac- 
quires is  a  source  of  pleasure  ;  and  because  he  derives  a 
satisfaction  from  the  exercise  of  his  mental  faculties  in 
acquiring  ideas,  and  in  afterwards  recollecting  and  com- 
paring them.     Again,  he  may  desire  knowledge  for  the 
sake  of  becoming  more  useful  in  the  world,  of  promot- 
ing the  happiness  of  others  in  a  greater  degree.     This 
is  a  virtuous  motive.     In  the   same  manner  he  may  de- 
sire any  virtuous  endowment  whatever  of  body  or  mind, 
not  because  it  will  render  him  superior  to  others,  but  be- 
cause it  is  valuable  in  itself,  and  may  promote  his  own 
good  or  that  of  the  public, 

2.  '  Emulation  is  also  distinct  from  a  comparis9n  of 
ourselves  with  others,  for  the  sake  of  judging  more  cor- 
rectly what  progress  we  have  made  in  knowledge   and 
improvement.     If    emulation  exists,    a   eomparason   of 
ourselves  with  others  is  sure  to  fan  the  flame,  and  if  it 
does  not  yet  exist,  such  a  comparison  is  likely  to  enkin- 
dle it.     But  this  comparison  is  not  emulation  itself,  and 
may  be  made  without  exciting  it.     Suppose  that  a  youth 
is  pursuing  his  studies,  actuated  by  a  desire  to  do  good. 
He  observes  that  he  naakes  greater  progress  than  his  fel- 
lows.    This  gives  him  pleasure,  not  because  he  excels, 

*This  has  been  denied  by  one  teacher  of  some  reputation.  But  I  must 
think  him  in  an  error. 

10* 


114  LECTURES  TO 

but  because  his  prospect  of  being  useful  in  the  world  is 
brightened.  If,  however,  he  believes  their  object  the 
same  as  his  own,  and  reflects  that  their  inferiority  in  tal- 
ents and  learning  will  render  them  less  useful  than  they 
might  otherwise  be,  this  reflection  will  give  him  more 
pain  than  he  will  derive  pleasure,  from  the  prospect  of 
his  own  superior  usefulness.  But  after  all,  a  frequent 
comparison  of  our  own  talents  and  attainments  with 
those  of  others,  is  a  dangerous  experiment :  and  a  dis- 
position, frequently  to  make  it,  is  almost  a  sure  sign  of  a 
spirit  of  emulation. 

3.  Emulation  is  distinct  from  a  desire  to  do  much  good 
in  the  world.     Distinguished  activity  to  do  good,  let  it 
proceed  from  one  in  a  station  ever  so  high,  may  spring 
from  the  purest  bonevolence,  and  is  therefore  no  evidence 
of  a  spirit  of  emulation,  or  an  ambitious  principle.     A 
man  who  thus  distinguishes  himself  is  not  to   be   called 
ambitious,  unless  he  appears  fond  of  being  known  to  be 
eminently  useful,  and  gives  evidence  of  the  love  of  fame 
and  applause. 

4.  4  Emulation  is  distinct  from  a  desire  to  imitate  the 
virtuous  deeds  of  another,  or  to  resemble  him  in  virtuous 
character.     Virtue  appears  more  amiable,  exhibited  in  a 
living  character,  when  its  happy  fruits  are  actually  seen, 
than  it  can  appear,  when  viewed  in  the  abstract.     Who- 
ever loves  virtue,  therefore,  will  feel  a  stronger  desire  to 
possess  and  practise  it,  in  proportion  as  his  perceptions 
of  its  excellence  are  more  distinct  and  lively.*     A  desire 
to  imitate  the  wise-  and  good  is  easily  distinguished  from 
emulation,  because  it  involves  no  desire  of  superiority. 
There  is  an  instance  in   scripture  where  this   desire  to 
imitate  the   virtues   of  another,  is  spoken  of  under  the 
name  of  emulation.     But  in  this  place,  Rom.  xi.  14,  the 
term,  is  evidently  used  in  a  good  sense r  for  it  was  Paul's 
object  to  persuade  the  Jews  to  imitate  the  Gentiles  by  be- 
lieving in  Christ.     The  appropriate  use  of  the  word  may 
be  seen  in  Gal.  v.  20,  where  it  is  classed  with  'hatred  va- 
riance, wrath,  strife,  envyings,  murders.'  &c.  its  com- 
mon associates/ 

*See  Kamers  Elements  of  Criticism,  voli  i.  p.  55. 


SCHOOL-MASTERS.  115 

5.  4  Emulution  rs  distinct  from  the  desire  of  having  a 
good  name  and  enjoying  the  approbation  of  the  wise  and 
good.  A  good  name  is  to  be  desired  for  the  sake  of  in- 
creasing our  influence  and  usefulness  in  the  world.  The 
approbation  of  the  wise  and  virtuous  is  to  be  desired  for 
the  same  reason,  and  also  because  it  assures  us  of  the 
friendly  regard  of  those  whose  approbation  we  enjoy. 
There  is  an  innocent  and  lively  pleasure  in  being  belov- 
ed by  those  we  love ;  and  some  degree  of  this  pleasure 
is  felt,  when  we  learn  that  we  have  gained  the  approba- 
tion of  good  men,  even  though  we  have  no  personal  ac- 
quaintance with  them.  This  is  totally  distinct  from  the 
love  of  praise  and  the  desire  of  admiration  and  ap- 
plause.' 

Such  being  the  character  of  emulation,  the  conclusion 
must  b$  obvious,  that  its  tendency  is  injurious.  '  The  en- 
couragement of  emulation,  cannot  fail  to  strengthen  the 
selfish  principles  of  our  nature.  That  all  selfish  and 
malevolent  principles  have  a  hurtful  tendency  is  evident. 

*  Instead  of  having  a  good  effect,  emulation  has  an  in- 
jurious one,  on  the  acquisition  of  knowledge,  and  the  im- 
provement of  the  mind.  In  order  to  have  a  scholar  un- 
derstand and  remember  what  he  learns,  it  is  necessary 
for  him  to  love  learning  for  its  own  sake.  And  he  who 
studies  diligently,  because  he  derives  pleasure  from  it,  will 
not  while  studying  think  of  any  other  motive.  The  con- 
stant pleasure  he  derives  from  the  exercise  of  his  mental 
faculties  and  the  acquisition  of  new  ideas,  is  a  stimulus 
that  makes  him  diligent  and  persevering,  and  impresses  on 
his  memory,  that  which  he  learns.  But  emulation  af- 
fords a  motive  entirely  different  from  this.  This  pleas- 
ure is  the  reward  to  which  he  looks  forward  as  the  fruit 
of  his  application.  Just  so  far  then  as  the  mind  dwells 
on  this  subject,  it  is  withdrawn  from  its  present  employ- 
ment. And  just  so  far  as  the  desire  of  excelling  others 
has  a  place  in  the  breast,  it  excludes  the  love  of  study 
for  its  own  sake.  If  the  scholar,  while  studying  is  con- 
stantly calculating  how  far  he  has  got,  and  how  far  he 
can  get,  and  anticipating  a  triumph  over  his  rivals,  or 
fearing  that  they  will  triumph  over  him,  it  is  next  to  im- 
possible that  he  should  get  his  lesson  well,  or  remember 


116  LECTURES   TO 

it  long.  He  exercises  his  memory  while  studying  in  or- 
der to  recite  as  much  as  possible,  but  does  not  bring  his 
judgment  or  discrimination  into  exercise.  When  his 
lesson  is  recited  he  thinks  of  it  but  little,  and  applies 
himself  as  before.'  This  is  an  evil  much  worse  in  com- 
mon schools,  than  in  seminaries  where  there  are  varions 
examinations  afterwards,  for  which  the  scholar  is  requir- 
ed to  be  prepared.  But  it  is  undoubtedly,  on  the  whole, 
an  evil  wherever  it  is  made  the  exciting  principle  in 
schools  of  any  description.  '  This  will  be  very  apparent 
when  we  bear  in  mind  that  the  successful  votaries  of 
emulation  must  be  few.'  There  is  but  one  head  to  a 
class,  and  after  trial,  all  but  one  or  two  will  be  liable  to 
feel  a  discouragement,  which  will  dampen  the  ardour  of 
study,  and  diminish  the  amount  of  knowledge  gained. 

Again,  the  use  of  emulation  as  a  stimulus  in  schools 
lays  the  foundation  for  ambition  in  the  pursuits  of  life, 
' I  wish  to  beat' — ' I'll  try  to  beat' — 'I  can  beat' — <•  I  did 
beat,'  is  language  you  will  hear  from  children  and  youth 
as  common  as  any  language,  where  emulation  is  the  in- 
strument of  excitement  in  any  institution  of  learning. 
It  is  introduced  into  amusements,  and  leads  to  all  those 
games  where  the  trial  of  agility  or  strength  is,  to  seer 
who  will  beat.  A  foundation  is  thus  laid  for  what  we  so 
often  see  in  after  life,  of  the  race  of  popularity,  office- 
seeking,  management  and  mao3uvres,  and  efforts  to  ele- 
vate one's  self  by  the  downfall  of  others.  And  'let  it  be 
remembered  that  the  ambition  which  has  so  often  tram- 
pled on  the  rights  of  mankind,  which  has  reduced  mill- 
ions of  freemen  to  the  condition  of  slaves,  which  has- 
shed  so  much  blood,  and  sacrificed  so  many  lives  is  only 
the  principle  of  emulation,  acting  on  a  larger  scale.* 
The  child  in  whose  breast  it  is  cherished,  is  prepared,  if 
circumstances  are  favorable,  to  be  numbered  among 
*  those  who  have  been  scourges  of  mankind.  Happily, 
few  have  the  opportunity  of  seeking  an  immortality  of 
fame  in  this  way.  The  principles  of  government  and 
civil  liberty  are  so  well  understood,  and  civil  institutions 
are  so  firmly  established,'  in  the  present  age  of  the  world 
that  ambition  finds  itself  restrained  in  a  great  measure  ; 
but  this  does  not  change  its  character,  or  prevent  minor 


SCHOOL-MASTERS.  117 

efforts  unfriendly  to  the  welfare  and  happiness  of  the 
community.  It  cannot,  therefore,  with  me,  be  any  longer 
a  question  whether  the  instructer  ought  to  make  use  of 
this  principle  to  excite  his  scholars  to  application  and 
study.  It  is  often  injurious  to  those  who  are  successful, 
and  has  a  bad  effect  on  the  unsuccessful.  Connected 
with  pride,  vanity,  envy,  hatred  and  slander,  it  is  in  op- 
position to  real  nobleness  of  character. 

I  am  now  prepared  to  point  out  to  you  some  of  those 
means,  which  may  be  employed  to  stimulate  the  student 
to  make  vigorous  application  to  his  studies. 

1.  Present  the  'importance  of  knowledge  and  mental 
improvement  as  qualifications  for  respectability,  useful- 
ness and  happiness  in  future  life,'  This  direction  regards 
rather  a  preparation  of  the  mind  for  study,  than  an  in- 
ducement while  the  scholar  is  actually  engaged  in  study- 
ing.    It  would  then,  like  the  motives  of  emulation,  serve 
only  to  divert  the  mind.     But  it  may  be  highly  useful  to 
excite  perseverance  in  acquiring  knowledge.' 

2.  A  desire  to  gain  the  approbation  of  friends   and  in- 
structers  is  a  motive  of  the  same  kind.     It  ought  not  to 
be  thought  of  while  the  scholar  is  studying ;  but  it  may 
incline  him  to  be  more  economical  of  his  time,  may  asso- 
ciate some  pleasing  ideas  with  the  thought  of  taking  up 
his  book  and  obtaining  a  lesson,   and  in  the  intervals  of 
study,  may  produce   an  excitement   which  will  prepare 
the  mind  for  renewed   application,     He  is  not  to  be  told 
he  has  done  better  than  others,  this  would  be  making  use 
of  emulation,  but  he  may  be   told  he  has   done  well — has 
done  better  than  usual,  or  that  he  has  not  done  as  well 
as  he  ought,  when  he  has  been  negligent.     For  the  most 
part,  however,  the  countenance  of  the  instructer  will  ex- 
press sufficient  approbation   or  censure,  without  the  aid 
of  words.     If  he  loves  to  teach,  and  to  see  the  improve- 
ment of  his  scholars,  they  will  readily  perceive   his  feel- 
ings, and  the  liveliest  emotions  will  be  excited  in  their 
breasts.      The  pleasure  which  the   good  scholar  feels, 
when  he  sees  the  smile  of  approbation  is  innocent,   so 
long  as  the  principle  of  emulation  is  excluded. 

3.  A  love  of  learning  for  its  own  sake  is  a  very  power- 
ful stimulus.     This  is  a  motive  which  will  not  only  draw 


118  LECTURES    TO 

the  pupil  from  amusements  or  other  employments  to  his 
studies,  but  will  operate  powerfully  while  he  is  studying 
to  produce  intense  application  and  perseverance.  The 
scholar  who  derives  a  pleasure  from  the  acquisition  of 
new  ideas,  and  the  exercise  of  his  mental  powers  will  be 
far  more  likely  to  understand  thoroughly  what -he  learns  ; 
will  find  the  new  ideas  he  has  gained,  frequently  revolv- 
ing in  his  mind  afterwards  from  day  to  day,  and  will  re- 
tain them  in  his  memory,  ready  for  use,  whenever  occa- 
sion may  require. 

4.  Present  to  your  scholars  their  obligations  to  study 
as  a  duty,  which  if  properly  regarded  will  add  to  their 
happiness,  but  if  disregarded  will  subject  them  to  the 
reprehension  of  their  own  consciences. 

It  is  a  duty  which  they  owe  to  themselves.  They  are 
under  obligation  to  regard  their  own  happiness,  and  to 
make  all  reasonable  preparation  for  it.  They  have  an 
opportunity  to  add  to  their  enjoyment  by  increasing  their 
knowledge.  To  disregard  it  and  to  misimprove  the  op- 
portunity afforded  them,  will  lay  the  foundation  for  sub- 
sequent sorrow  and  regret. 

It  is  a  duty,  they  owe  to  their  teacher,  to  make  the 
best  use  of  his  instructions.  His  time  is  devoted  to  them. 
He  is  anxious  to  help  them,  and  affords  every  reasonable 
assistance  in  the  acquisition  of  knowledge. 

It  is  a  duty  they  owe  their  parents,  to  make  the  best 
improvement  of  the  facilities  furnished  them  for  gaining 
knowledge.  They  have  furnished  the  means  for  making 
,  improvement  in  that  which  will  be  useful  to  them  in  al- 
ter life,  and  it  is  an  abuse  of  parental  solicitude  and  anx- 
iety, not  to  make  all  the  advances  in  knowledge  of  which 
they  are  capable. 

It  is  a  duty  they  owe  to  their  country,  to  qualify  them- 
selves to  be  useful  citizens ;  and  this  cannot  be  done,  if 
they  remain  ignorant  and  uncultivated.  The  country 
has  a  claim  on  all  to  be  as  useful  as  they  have  the  means 
to  be  ;  this  claim  reaches  children,  as  well  as  those  of 
maturer  years. 

Lastly,  it  is  a  duty  they  owe  Him  who  made  them. 
He  requires  them  to  make  a  due  improvement  of  their 
time,  and  promises  his  favor  to  those  who  obey,  and 


SCHOOL-MASTERS.  119 

threatens  his  displeasure  against  those  who  disregard  his 
command. 

'  Take  fast  hold  of  instruction,  let  her  not  go;  keep 
her  for  she  is  thy  life.  Get  wisdom,  get  understanding 
and  forget  it  not.  Wisdom  is  better  than  rubies,  and  all 
the  things  that  may  be  desired  are  not  to  be  compared  to 
it.'  Such  are  the  declarations  of  the  book  of  God,  and 
they  require  serious  attention  from  the  youthful  scholar. 

To  conclude:  Make  use  of  every  proper  motive  to 
lead  the  scholar  to  just  views  of  the  value  of  knowledge, 
the  best  means  of  gaining  and  using  it  when  acquired. 
Point  out  plainly  the  consequences  which  must  result  to 
himself  and  others,  from  indifference  and  inattention  to 
the  opportunity  he  has  of  gaining  knowledge. 

It  is  believed  that  such  inducements  will  be  found 
abundantly  sufficient  to  excite  all  the  attention  and  ap- 
plication necessary  to  insure  success  in  acquiring  knowl- 
edge, except  in  instances,  where  there  is  an  entire  want 
or  perversion  of  every  common  principle.  There  may 
be  instances  where  every  thing  will  fail,  but  extreme  se- 
verity. But  such  are  very  uncommon  and  owe  their  ex- 
istence to  the  neglect  or  imprudence  of  parents  or  teach- 
ers. If  such  instances,  occur,  it  may  be  necessary  to  re- 
sort to  unusual  means,  and  these  must  be  left  to  the 
judgment  of  the  instructer  to  apply,  as  the  exigences  of 
the  case  may  require. 


LECTURE    XIII, 


STRICT  attention  to  all  the  subjects  discussed  hereto- 
fore is  indispensable,  if  you  would  benefit  the  scholars 
placed  under  your  instruction.  But  other  means  than 
those  already  mentioned  must  be  employed,  or  you  will 
fail  of  accomplishing  all  that  is  desirable. 

Your  work  is  not  done,  when  you  have  adopted  a  ju- 


l&O  LECTURES    TO 

dicious  mode  of  governing  and  teaching.  The  charac- 
ter of  the  age,  and  the  daily  advancements  making  in 
your  profession  particularly,  call  for  something  further. 
Popular  education  is  exciting  new  interest  in  the  coun- 
try ;  and  many,  who  once  looked  upon  themselves  as 
having  out  lived  the  time  of  improvement,  are  now  learn- 
ing that  they  may,  by  efforts  easily  made,  retrieve  some 
of  the  losses  heretofore  sustained. 

The  spirit  of  improvement  ought  certainly  to  be  car- 
ried into  your  schools.  In  accomplishing  this,  you  are 
to  take  the  lead  in  the  districts  to  which  your  labors  are 
devoted.  Every  school  may  become  a  LYCEUM.  It  may 
not,  indeed,  assume  all  the  features  of  a  town  or  coun- 
ty society,  but  still  be  a  society  for  mutual  improvement. 
The  well  directed  efforts  of  primary  instructers  may  in- 
troduce the  general  system  of  Lyceum  operations,  into 
every  school  and  every  family ;  and  lay  a  foundation  for 
constant  mental  cultivation,  during  the  long  period 
which  elapses  between  schools.  An  easy  and  certain 
method  may  be  devised  for  awakening  an  interest  in  ev- 
ery neighborhood. 

When  we  recall  to  mind  the  names  of  a  long  list  of 
self-taught  and  self-made  men,  and  examine  the  results 
of  their  efforts  and  labors,  we  have  the  strongest  encour- 
agement to  direct  the  attention  of  those  under  our  influ- 
ence, to  what  they  may  achieve.  It  is  unquestionably 
true,  that  many,  who  otherwise  would  be  discouraged  by 
the  difficulties  which  they  meet,  or  observe  in  the  pros- 
pect before  them,  may  however,  be  stimulated  and  as- 
sisted to  pursue  such  a  course,  as  will  lead  them,  by  an 
easy  road,  to  respectability  and  usefulness  :  this  is  to  be 
done  by  the  intellectual  discipline  and  the  practical 
knowledge  which  they  may  acquire  at  the  period,  and 
especially  by  the  means  just  alluded  to.  I  was  lately 
amused  by  the  conversation  of  two  pedlars,  who  chanced 
to  meet  within  my  hearing.  The  story,  notwithstanding 
its  humble  source,  may  serve  as  an  illustration  of  the 
course  I  wish  you  to  take,  in  promoting  popular  educa- 
tion. 

One,  who  had  not  been  fortunate  in  his  business,  in- 
quired of  his  more  successful  brother,  what  was  the  se- 


SCHOOL-MASTERS.  121 

cret  of  his  success.  He  replied,  'it  is  merely  this.  You 
call  at  a  house  and  ask  whether  any  thing  is  wanted  in 
your  line  ;  the  good  people  say  <  no,1  and  you  leave  them 
and  go  on.  On  the  contrary,  /  inquire  whether  they 
possess  one  article  or  another  ;  and  when  I  find  them 
without  this  or  that,  I  immediaiely  go  to  my  carriage, 
select  that  one  and  others  also,  and  present  them  to  the 
view  of  my  customers ;  I  then  state  the  convenience  of 
possessing  the  articles, — assure  them  they  are  excellent, 
and  finally  convince  them  that  they  cannot  do  without 
my  wares.  Now  in  this  way,  I  trade  at  almost  every 
house.  The  other  day  I  called,  and  met  with  the  usual 
answer,  'we  do  not  wish  to  buy.'  Not  at  all  discourag- 
ed, I  told  them  I  would  merely  show  them  some  articles 
better  than  they  had  ever  seen ;  accordingly  I  carried  in 
a  quantity  of  wares,  explained  their  uses,  and  so  per- 
suaded the  people,  without  much  difficulty,  that  they 
must  have  them  ;  thus  I  finally  sold  more  than  ten  dol- 
lars worth,  and  took  my  money.  You  must  convince  peo- 
ple that  they  can't  do  without  your  goods,  and  then  you 
will  trade.' 

Now,  I  would  apply  this  story  to  you,  in  regard  to 
promoting  a  wish  amongst  your  scholars  to  possess  many 
tilings,  without  which  they  are  very  well  contented,  till 
persuaded  that  they  ought  not,  and  cannot  do  without 
them.  Show  them  the  value  of  knowledge,  and  convince 
them  of  their  opportunity  for  gaining  it,  for  you  can 
prove  to  them  that  they  may  obtain  it,  as  well  as  remain 
ignorant.  When  this  is  done,  the  most  prominent  diffi- 
culty will  be  removed  ;  and  you  will  then  be  prepared  to 
labor  with  success. 

But,  you  will  ask,  *  by  what  means  shall  this  be  accom- 
plished V  I  will  suggest  some  of  those  which  occur  to 
me  as  easy  and  practicable. 

In  the  first  place,  having  succeeded  in  establishing  or- 
der in  your  school,  extend  an  invitation  to  those  scholars, 
to  meet  you  on  some  evening,  who  are  willing  to  make 
uncommon  efforts  for  acquiring  knowledge.  Say  to  them 
expressly,  you  wish  none  to  attend,  but  those  who  are 
willing  to  exert  themselves,  to  make  attainments  in  use- 
ful knowledge,  beyond  the  usual  subjects  introduced  into 


LECTURES   TO 

school.  In  this  way,  attention  will  be  excited,  and  you 
will  find  but  few  who  will  stay  away.  When  you  meet 
them,  it  may  be  useful  to  read  or  repeat  to  them  the  his- 
tory of  some  individual,  like  Franklin,  or  Rittenhouse ; 
or,  perhaps  give  account  of  some  of  the  improve- 
ments, which  have  been  made  in  facilitating  labor  or  pro- 
moting the  convenience  of  man.  The  wonderful  powers 
of  steam,  and  the  uses  to  which  it  can  be  and  is  applied, 
in  propelling  vessels,  conducting  rail-road  cars — turning 
machinery — forging  anchors — spinning  cotton — printing 
books  or  any  of  its  thousand  well-known  uses,  will  be  to 
the  point.  The  object  is  to  arouse  attention  and  pro>- 
mote  thought.  If  you  can  excite  young  persons  to  think, 
a  most  important  object  is  gained,  and  the  door  is  effec- 
tually opened  for  improvement.  Till  this  is  done,  but 
little  can  be  accomplished,  towards  benefiting  them  in 
any  important  degree. 

After  you  have  gained  this  point,  you  may  next  present 
some  particular  subject  for  an  exercise.  It  may  be  con- 
nected with  the  studies  of  the  school,  or  business  of  life. 
It  ought  not,  however,  to  interfere  with  the  school  exep- 
cises ;  or  tend  to  take  off  attention  from  those  subjects 
which  are  of  primary  importance.  The  following  out- 
lines of  a  system  upon  this  subject  are  offered  for  the 
consideration  of  teachers. 

On  the  first  evening,  let  those  who  are  disposed  to  at- 
tend, be  requested  to  state  every  thing  they  can  concerning 
the  history  of  the  town  in  which  they  live  ;  and  if  any 
are  sufficiently  acquainted  with  drawing  they  can  give  a 
map  of  it.  As  a  preparation  for  this  historical  exercise, 
they  may  be  requested  to  visit,  and  converse  with  some 
of  those  who  have  been  inhabitants  of  the  place  for  a 
long  period  of  time.  The  oldest  residents  will  be  able 
to  relate  many  particulars,  very  interesting  to  the  young. 
This  exercise,  attended  with  suitable  remarks  from  the 
instructer,  will  be  both  pleasant  and  useful  to  the  school, 
and  others  who  attend.  It  would  certainly  add  to  the  inter- 
est of  the  exercise  on  the  part  of  the  pupils,  if  an  intelligent 
citizen  well  acquainted  with  the  history  of  the  town,  or 
neighborhood,  should  attend  and  relate  the  most  impor- 
tant parts  with  which  he  is  familiar. 


SCHOOL-MASTERS.  123 

Then  let  one  be  requested  to  write  an  account  of  some 
interesting  historical  event,  such  as  the  discovery  of  this 
country,  the  Battle  of  Lexington,  Bunker  Hill,  Benning- 
ton,  Saratoga,  &c.  To  a  second  may  be  assigned  some 
other  historical  subject.  It  will  be  necessary  to  assign 
exercises  sufficient  to  occupy  the  evening.  Another  ev- 
ening, Jet  each  one  be  requested  to  give  as  far  as  proper, 
an  account  of  the  business  in  which  he,  or  the  family  to 
which  he  belongs,  may  be  engaged,  stating  its  profits, 
and  its  difficulties  or  facilities.  A  third  evening  may  be 
devoted  to  rhetorical  exercises,  and  another,  to  free  re- 
marks on  some  important  question.  Another  may  be 
spent  in  reading  interesting  accounts  of  some  parts  of 
our  own  country,  or  of  some  other  part  of  the  world, 
time  being  allowed  for  making  remarks  on  the  subjects. 
Let  an  evening  be  assigned  also  for  the  purpose  of  an- 
swering questions  proposed  to  you  by  the  pupils. 

It  will  not  be  necessary  to  have  these  exercises  con- 
fined to  males.  The  females  have  often  more  knowl- 
edge, and  are  better  scholars,  than  any  of  the  young 
men  found  in  a  district.  In  all  cases,  where  practica- 
ble, females  should  be  urged  to  take  a  part  in  the  school- 
Lyceum,  and  to  be  present  at  the  meetings. 

It  will  be  useful  to  them,  and  interesting  to  others,  to 
give  some  account  of  housewifery.  A  description  of  the 
process  of  making  cheese,  an  account  of  the  best  mode 
of  making  butter,  or  even  of  the  manner  of  making  a 
loaf  of  bread,  or  of  brewing  beer,  would  be  heard  with 
pleasure  and  not  without  advantage,  in  almost  any  place. 
Domestic  economy  generally,  is  a  proper  subject  of  at- 
tention, and  one  on  which  they  may,  with  the  utmost 
propriety,  be  requested  to  read  compositions.  Many 
other  exercises  will  claim  the  attention  of  females,  as 
much  as  that  of  young  men.  All  the  subjects,  which  I 
shall  hereafter  mention,  are  of  this  class. 

I  have  been  the  more  particular  in  these  remarks,  from 
the  fact,  that  sufficient  attention  is  not  usually  paid  to 
female  improvement. 

After  proper  attention  has  been  given  to  the  exercises 
already  mentioned,  and  others  of  the  same  kind,  you 
can  proceed  to  introduce  some  of  the  more  important 


124  LECTURES    TO 

principles  of  Natural  Philosophy,  and  Chemistry,  with 
simple  experiments.  Moral  Philosophy  claims  particular 
attention.  The  younger  members  may,  at  the  same 
time,  have  lessons  in  Geometry,  and  its  applications  to 
the  business  and  purposes  of  life.  '  Holbrook's  First 
Lessons,'  accompanied  with  a  card  of  diagrams,  will 
afford  great  amusement,  and  be  highly  profitable  to 
scholars  of  eight  or  ten  years  of  age.  By  the  same  class, 
the  '  Little  Philosopher,  or  Infant  School  at  Home,' 
might  be  used  with  great  advantage.  It  is  an  admirable 
work. 

;  When  sufficient  attention  has  been  given  to  such  stu- 
dies, the  way  will  be  prepared  for  the  regular  formation 
of  a  Lyceum,  on  the  general  principles  of  these  institu- 
tions. The  importance  of  apparatus  will  now  be  per- 
ceived. You  will,  of  course,  make  it  a  subject  of  early 
attention.  To  obtain  this  will  be  an  object  of  high  im- 
portance, as  it  will  be  a  means  of  facilitating  the  opera^- 
tions  of  the  Lyceum,  and  will  make  it  a  common  prop- 
erty. 

Another  means  of  increasing  the  interest  felt  by  your 
scholars  in  these  subjects,  will  be  to  give,  or  engage  oth- 
ers to  give  familiar  lectures,  furnishing  food  for  reflec- 
tion, and  throwing  light  on  the  subjects  of  study,  con- 
nected with  the  business  and  the  \vants  of  life.  Is  there 
a  physician  in  your  vicinity  ?  engage  him  to  give  some 
familiar  lectures  on  the  human  system,  the  means  of  pre- 
serving health,  or  some  other  theme  within  the  range  of 
liis  profession.  Is  there  a  lawyer  ?  he  may  point  out  the 
several  principles  of  the  common  law — the  distinction 
between  this  and  statute  law,  the  necessity  to  every  citi- 
zen of  a  certain  amount  of  legal  knowledge,  &c.  Ig 
there  an  ingenious  mechanic  1  he  may  telf  something 
about  the  nature,  importance  and  uses  of  his  trade.  The 
minister  may  be  requested  to  give  a  lecture  on  the  im- 
portance of  Moral  Philosophy,  or  he  may  explain  the 
nature  of  the  Christian  religion,'the  value  and  influence 
of  the  Bible,  &c.  &c.  By  thus  engaging  foreign  assist- 
ance, you  will  be  conferring  a  double  benefit.  First,  the 
instruction  given  will  be  important  and  highly  useful  of 
itself;  and  secondly,  by  engaging  the  attention  of  those, 


SCHOOL-MASTERS.  125 

who  take  a  lead  in  society,  you  will  render  the  Lyceum 
popular. 

You  may  also  confer  an  important  benefit  on  the 
neighborhood  in  which  you  are  employed,  by  promoting 
the  formation  of  a  library  of  scientific  and  useful  books. 
The  attention  of  the  young  is  not  sufficiently  given  to 
reading  of  the  most  useful  kind.  Young  persons  are 
generally  better  pleased  with  works  of  fiction,  than  with 
those  best  calculated  to  discipline  their  minds,  and  to 
cultivate  a  good  taste.  The  prevalent  taste  for  read- 
ing is,  in  a  degree,  vitiated ;  and  whoever  is  instrumen- 
tal of  correcting  it,  in  a  single  neighborhood,  will  un- 
questionably be  a  public  benefactor.  The  proportion  of 
tight  reading,  which  has  been  patronized  for  a  few  years 
past,  is  altogether  too  large,  The  'Annuals,'  c  Albums,1 
Novels,  &c.  &c.  which  have  recently  been  eagerly  sought 
after  and  read,  are  exerting  a  ruinous  influence,  espe- 
cially by  becoming  the  occasion  of  corrupting  the  taste, 
and  leading  the  young  to  neglect  those  books  which 
would  be  highly  beneficial.  I  cannot  but  urge  it,  there- 
fore, as  highly  important,  that  you  exert  an  influence  in 
favor  of  a  more  useful  kind  of  reading ;  whenever  you 
can  direct  the  attention  of  your  scholars  to  those  books 
which  will  lead  to  a  habit  of  close  thinking,  you  will  de- 
serve the  thanks  of  every  friend  to  the  young.  I  am 
fully  persuaded,  that  neither  parents  nor  instructers  are 
sufficiently  awake  to  the  effects  of  the  prevalent  light 
reading  of  the  present  day.  Nothing  is  accounted  in- 
teresting, to  a  class  of  readers,  but  that  which  abounds 
with  incident,  adventure  and  catastrophes  A  love-tale,  or 
something  of  similar  character,  is  woven  into  almost  ev- 
ery thing  written  for  the  young,  and  has  charms  for 
many,  (must  I  say  for  some  professedly  pious  youth?) 
greater  than  a  book  of  travels,  voyages,  history  or  geo- 
graphy. To  such,  a  scientific  book,  has  ordinarily  few 
charms.  Is  there  not  danger  on  the  whole,  that  what 
has  been  gained  on  the  score  of  a  bettef  mode  of  teach- 
ing, is  in  danger  of  being  counterbalanced  and  lost  by 
an  injudicious  course  of  reading  T  Is  there  not  room  to 
fear,  that  a  desire  to  please  the  young,  has  overbalanced 
a  desire  to  instruct  them  1  If  my  fears  are  well  found- 
11* 


126  LECTURES   TO 

ed,  you  will  confer  a  great  benefit  on  those  whom  you 
can  persuade  to  provide,  and  read  attentively,  books  cal- 
culated to  promote  a  knowledge  and  excite  a  love  of  the 
sciences. 

It  is  my  purpose,  at  this  time,  to  make  suggestions 
only ;  your  own  reflections  will  furnish  you  with  many 
things  connected  with  the  subjects  on  which  I  have  spok- 
en. Let  it  be  an  object  with  you  to  adapt  your  mode  of 
operations  to  the  exigencies  of  your  situation.  I  am 
aware,  that  the  directions  which  I  have  given  cannot  be 
followed  in  all  cases.  If  a  Lyceum  already  exists,  or  if 
a  course  of  exercises  has  been  marked  out,  you  will  need 
to  pursue  that  mode  which  will  have  the  best  effect,  con- 
sidered with  reference  to  existing  circumstances.  In 
some  cases,  it  may  be  impracticable  to  attempt  any  thing 
more  than  to  call  your  scholars  together,  and  instruct 
them  in  Geometry,  by  the  help  of  the  First  Lessons  and 
cards  before  mentioned.  But,  by  all  means,  do  some- 
thing towards  effecting  the  objects  contemplated  by  Ly- 
ceums. All  of  you  may  do  something,  and  must  be  gov- 
erned by  circumstances  as  to  the  best  mode.  Let  not 
the  season  pass,  however,  without  making  the  attempt. 
Absolute  failure,  on  your  part,  is  preferable  to  inactivity. 
Should  you  not  succeed,  you  will  have  the  pleasure,  at 
least,  of  reflecting  that  you  have  tried  to  benefit  the 
members  who  compose  your  important  charge.  It  will 
certainly  be  in  your  power  to  disseminate  some  important 
intelligence  on  the  subject  of  popular  education.  The 
seed  thus  sown,  may  spring  up  hereafter,  under  the  in- 
fluence of  a  warmer  sun.  Discouragement  is  not  to  be 
indulged,  till  your  efforts  have  absolutely  failed ;  and  if 
you  go  forward  with  your  work  steadily,  manfully  and 
perseveringly,  you  may  be  assured  that  they  never  will 
faiL 

Permit  me  to  say,  in  the  conclusion  of  this  lecture, 
that  much  will  depend  on  the  impression  you  make  on 
the  parents  of  your  scholars.  If  you  can  interest  them, 
there  will  be  but  little  doubt  of  your  success  in  interest- 
ing their  children.  Be  careful,  then,  to  have  your  ob- 
jects thoroughly  understood  by  them  in  the  first  place. 
A  demand  on  their  purses  would  be  improper,  till  you 


SCHOOL-MASTERS.  127 

have  convinced  them  both  that  they  ought  to  do  some- 
thing more  to  benefit  their  scholars,  and  also  how  this 
may  be  effected. 

Having  once  convinced  them  of  the  utility  of  appara- 
tus, the  means  for  procuring  it  will  generally  be  obtained 
without  great  difficulty.  Let  the  scholars  themselves  be- 
come the  advocates  for  appropriations.  Some  encour- 
agement from  yourself,  will  afterwards  be  necessary ; 
and,  in  a  majority  of  cases,  I  have  no  doubt  it  will  be 
attended  with  success.  If  parents  are  parsimonious 
here,  their  unreasonableness  ought  to  be  fully  shown.  It 
is  certainly  true  that  parsimony  is  frequently  bad  econ- 
omy ;  and  it  may  be  made  to  appear  so.  A  few  dollars 
expended  for  apparatus  or  judicious  books,  for  example, 
may  prevent  the  young  from  forming  a  habit  of  seeking 
amusement  in  a  more  expensive  manner.  In  a  word 
satisfy  parents  what  is  their  true  interest,  in  regard  to 
their  children,  and  your  work  is  accomplished. 

Yield  to  no  discouragements  which  you  may  encoun- 
ter. The  object  you  have  in  view,  is  too  important  to  be 
abandoned  in  consequence  of  small  obstacles.  Remem- 
ber the  maxim,  '  labor  conquers  all  things.'  If  success 
does  not  attend  your  first  efforts,  let  it  be  a  stimulus  to 
greater  exertion,  rather  than  a  reason  for  discourage- 
ment. Resolve  to  succeed,  and  maintain  your  determi- 
nation ;  if  your  efforts  are  discreetly  directed,  some 
success  will  inevitably  follow, 


LECTURE   XIV. 


IN  a  former  Lecture,  I  attributed  the  failure  of  district 
schools  partly  to  the  improper  location  and  inconvenient 
construction  of  school-houses.  I  think  the  subject  so 
important,  that  I  shall  call  your  attention  to  it  again. 
Satisfactory  evidence  is  furnished  to  me,  that  neither  in- 


128  LECTURES   TO 

structers  nor  parents  are  sufficiently  sensible  of  the  loss 
which  is  sustained  from  uncomfortable  school-rooms.  I 
"will  state  some  of  the  most  common  defects,  and  then 
give  some  directions  for  constructing  school-houses.  My 
remarks  will  have  entire  reference  to  the  country. 

Most  school-houses  are  improperly  located.  When 
one  is  to  be  built,  the  first  inquiry  usually  is  where  shall 
it  be  placed  ;  each  parent  wishes  it  as  near  his  own  door 
as  possible.  This  leads  the  district  to  ascertain  the  geo- 
graphical centre,  and-there  erect  it.  It  makes  little  diff- 
erence whether  on  a  hill  or  in  a  valley ;  whether  it  is  so 
placed,  as  to  be  beat  upon  by  bleak  winds  of  winter,  or 
whether  it  is  exposed  to  the  burning  rays  of  a  summer's 
sun,  or  situated  in  a  shady  grove ;  whether  it  is  furnish- 
ed with  water  or  whether  the  children  must  suffer  from 
the  want  of  it.  All  other  considerations  are  lost  in  the 
determination  to  have  a  house  in  the  centre,  and  to  have 
a  cheap  one.  Any  person  who  takes  the  pains  to  exam- 
ine the  situation  of  country  school-houses,  will,  I  am 
confident,  justify  these  remarks. 

But  to  ascertain  the  centre  of  a  district  is  far  from  be- 
ing the  most  important  object.  If  tho  house  can  be  pla- 
ced near  the  centre  without  sacrificing  more  important 
objects  it  is  well ;  but  other  considerations  are  still  more 
important.* 

*<  Great  effects  result  from  little  causes.'  For  this  reason,,  if  for  no 
other,  special  pains  should  be  taken  to  render  every  thing  connected  with 
early  education  such  as  it  should  be.  It  is  now  generally  the  opinion  of 
the  "best  judges  of  human  character,  that  different  degrees  of  intellectual 
strength  and  excellence,  depend  more  upon  the  circumstances  under  which- 
individual  minds  have  been  developed,  than  upon  any  difference  in  natural 
endowments.  There  are,  however,  no  means  by  which  we  can  certainly 
know  whether  or  not,  all  minds  are  originally  alike ;  but,  be  this  as  it 
may,  no  one  can  doubt  that  circumstances  go  very  far  in  making  every  man 
what  he  is,  in  respect  to  intellectual,  as  well  as  moral  character. 

On  this  principle,  I  believe,  that  too  much  pains  cannot  be  taken  to  ren- 
der the  place  of  a  child's  education  a  pleasant  and  delightful  spot.  The 
objects  by  which  he  is  surrounded  should  be  such  as  to  make  the  most  val- 
uable impressions  upon  his  mind.  Every  man  who  has  the  slightest  ac- 
quaintance with  the  philosophy  of  mind,  knows  that  it  takes  a  cast  much  in 
accordance  with  the  objects,  which  are  most  familiar.  If  they  are  of  a 
cheering  and  sprightly  character,  the  mind  of  the  child  will  be  formed  to 
cheerfulness  and  vivacity.  But,  if  the  objects,  which  he  is  accustomed 
most  frequently  to  behold,  are  dark  and  gloomy  in  their  aspect,  the  mind 
will  consequently  become  gloomy  and  dejected. 

For  these  reasons  then,  great  care  should  be  taken  to  select  the  most  de- 


SCHOOL-MASTERS.  129 

No  provision  is  usually  made  to  furnish  the  means  for 
obtaining  water ;  and  the  bad  consequences  of  this  de- 
ficiency are  by  no  means  inconsiderable.  I  can  remem- 
ber suffering  more  from  thirst,  while  a  child  at  school, 
than  at  any  other  period  of  my  life.  If  the  advantage  of 
a  spring  or  running  stream  cannot  be  secured,  a  well 
should  always  be  provided,  and  furnished  with  a  pump, 
so  that  young  children  can  procure  drink  for  themselves. 
This  convenience  is  required  in  the  winter,  scarcely  less 
than  in  the  summer  ;  for  a  large  portion  of  the  scholars, 
in  most  schools,  do  not  return  home  at  noon,  but  make 
their  dinner  of  dry  food,  which  they  carry  to  the  school. 

2.  School-houses  are  usually  too  small.  This  is  a 
very  important  fault,  and  is  almost  universal.  Many 
were  erected  while  the  districts  were  small  and  ther.e 
were  few  scholars.  After  the  number  has  doubled,  or 
more  than  doubled,  the  same  houses  are  occupied,  let  the 
inconvenience  be  ever  so  great.  I  have  not  unfrequent- 
ly  seen  from  sixty  to  eighty  children,  crowded  into  a 

lightful  situation  for  the  location  of  a  school-house.  This  subject,  however 
seems  to  have  excited,  comparatively,  but  little  interest.  But  were  I  to 
educate  a  child  who  should  possess  the  most  happy  temperament,  and  the 
most  valuable  traits  of  intellectual  character,  this  should  be  one  of  the  first 
objects  of  attention. 

The  spot  where  the  child  is  to  spend  those  days  and  months  in  which  his 
mind  its  to  be  most  rapidly  developed  and  expanded,  should  be  such  as  to 
present  the  charms  of  nature  in  their  loveliest  aspect.  After  having  select- 
ed a  pleasant  situation  for  the  location  of  a  school-house,  the  hand  of  art 
should  not  be  wanting  to  enrich  and  embellish  it.  These  objects  should  be 
attained,  even  if  they  require  a  considerable  sacrifice  of  time  and  money. 

The  above  remarks  have  been  suggested,  partly  by  my  own  experience, 
and  partly  by  observation.  The  spot,  where  I  received  the  rudiments  of 
education,  possessed  some  peculiar  charms.  It  was  not  in  all  respects  the 
most  pleasant ;  but  the  scenery  was  romantic  and  cheerful.  The  house  was 
situated  in  one  of  the  richest  groves  that  nature  ever  reared;  this  grove 
served  as  a  barrier  against  the  stormy  winds  of  winter,  and  a  shield  from 
the  piercing  rays  of  the  summer's  sun;  and  when  the  time  for  the  *  singing 
of  birds  had  come,'  the  sweet  songsters  that  caroled  there,  shed  an  air  of 
inexpressible  delight  over  the  place. 

The  ground  sloped  gently  for  some  distance  towards  the  east,  and  then 
descended  more  abruptly  to  the  borders  of  a  deep  valley,  through  which 
flowed  a  meandering  and  beautiful  stream.  The  impressions  which  this 
scenery  made  upon  my  mind  are  even  now  exceedingly  distinct,  and  the  re- 
collection of  that  spot  always  awakens  a  train  of  delightful  associations. 

But  I  have  since  spent  many  months,  as  a  teacher,  in  situations  the  very 
reverse  of  what  I  have  above  described,  and  have  often  been  forcibly  struck 
with  the  want  of  taste  and  judgment  in  the  location  of  these  earliest  homes 
of  the  forming  mind.' 


130  LECTURES    TO 

room  hardly  large  enough  for  forty.  The  scholars  can- 
not write  without  jostling  each  other,  and  cannot  even 
sit  without  great  inconvenience.  Hence,  an  almost  con- 
stant complaint  is  carried  up  to  the  master,  of  injury 
sustained  from  one  another.  This  is  entirely  unavoida- 
ble when  twenty  must  occupy  a  desk  and  seat  furnishing 
only  sufficient  accomodations  for  ten.  Improvement  in 
writing,  even  under  the  best  instructers,  is  not,  in  such 
circumstances,  to  be  expected.  When  a  scholar  is  ex- 
posed to  be  jostled  or  crowded  while  making  every  let- 
ter, there  is  hardly  an  inducement  for  him  to  try  to  make 
improvement. 

This  is  not  all  the  inconvenience  resulting  from  such 
narrow  accommodations.  Children  are  accustomed  to 
associate  the  disgreeable  circumstances,  in  which  they 
are  placed,  with  the  studies  they  are  required  to  pursue ; 
and  thus  are  led  to  dislike  what  they  ought  to  love.  In- 
stead of  associating  every  thing  that  is  agreeable  with 
the  idea  of  learning,  they  connect  with  it  every  thing  un- 
pleasant and  uncomfortable.  Excepting  the  opportunity 
it  furnishes  for  meeting  their  associates  and  enjoying  the 
society  of  their  play-mates,  the  school  can  have  very  few 
charms  for  them.  I  am  inclined  to  think,  on  the  whole, 
that  the  indifference,  often  manifested  by  the  young,  to 
learning,  arises  in  no  small  degree  from  the  want  of 
proper  accomodations  while  attending  school. 

3.  School-houses  are  cold,  as  well  as  otherwise  un- 
comfortable and  inconvenient.  This  remark  has  some 
exceptions,  yet  they  are  few.  When  such  a  house  is  to 
be  built,  it  is  common  for  a  district  meeting  to  be  called. 
The  first  thing  is  to  agree  on  the  size  and  location,  and 
the  next  is  to  let  the  job  to  the  lowest  bidder.  It  mat- 
ters not  how  ignorant  he  may  be  of  the  wants  of  a 
school,  or  the  best  mode  of  constructing  a  school-house. 
He  must  make  the  offer  to  build  it  « cheap,'  because  sev- 
eral are  desirous  of  doing  it.  It  follows,  as  a  necessary 
consequence,  that  the  work  must  be  done  in  the  cheap- 
est manner :  and,  accordingly,  the  builder  makes  his 
calculations,  to  slight  it  in  every  part  where  it  can  be, 
without  a  very  manifest  danger  of  failing  to  have  it  ac- 
cepted by  the  district.  It  will  of  course  lack  every  thing 


SCHOOL-MASTERS.  131 

which  is  not  absolutely  indispensable :  and  in  its  con- 
struction, little,  very  little  reference  will  be  made  to  the 
convenience  and  wants  of  scholars.  The  desks,  seats, 
and  every  other  part,  are  made  by  one  who  is  either  ig- 
norant of  the  manner  in  which  they  ought  to  be  made — 
or  interested  to  make  them  in  the  worst  manner — and 
perhaps  both.  Wherever  these  remarks  hold  true,  it 
cannot  be  considered  strange,  that  school-houses  are  en- 
tirely unsuitable  for  the  purposes  to  which  they  are  ap- 
plied. They  must  be  cold,  uncomfortable  and  inconve- 
nient. The  consequent  loss  both  to  parents  and  children 
requires  but  little  illustration.  A  child  cannot  learn, 
when  he  is  uncomfortable  ;  his  health  often  suffers  very 
much,  and  his  attention  is  necessarily  and  very  unplea- 
santly withdrawn  from  the  subjects  of  study.  The  addi- 
tional quanity  of  wood  consumed,  amounts  in  a  few 
years,  to  a  sum  more  than  sufficient  to  pay  the  expense 
of  making  the  house  comfortable. 

I  have  often  seen  houses  where  glass  to  a  large  amount 
was  wanting,  and  must  every  morning  be  supplied  by 
hats,  coats,  slates,  &c.  Sometimes  this  has  been  known 
to  continue  year  after  year.  If  I  wished  to  amuse  you, 
I  have  ample  materials  in  the  reports  which  pedagogues 
have  given  me  of  their  accommodations  in  some  places. 
They  were,  nevertheless,  expected  to  cause  the  scholars 
to  make  rapid  advances  in  their  studies.  *  The  tale  of 
brick  must  be  furnished,  though  straw  is  denied.'  One 
Master  says — 'My  school-house  would  afford  a  fine 
opportunity  to  winnow  grain,  for  the  wind  passes  in  very 
fine  currents  in  all  directions.  Twenty  panes  of  glass 
are  broken  or  gone,  and  the  holes  are  nearly  large 
enough  to  force  one's  head  through.  A  few  crazy,  desks 
;and  rickety  seats  furnish  fine  accommodations  for  writ- 
ing. The  fire  place  makes  no  little  show  as  you  enter. 
It  is  about  as  wide  as  a  volcano's  crater :  being  shrewdly 
"designed  to  favor  the  boys  about  chopping  fire  wood. 
When  filled  with  wood,  and  well  ignited,  an  ox  might  be 
roasted  before  it  with  very  little  inconvenience.' 

Another  makes  the  following  report.  « I  like  Arith- 
metic, and,  therefore,  will  just  inform  you,  that  nine 
tenths  of  the  broken  glass  will  precisely  equal  eighteen 


lE<rr*JRES   TO 

twentieths  of  'what  remains.  Some  of  our  doors  deserve 
mention,  as  furnished  with  one  convenience  not  very 
frequent ; — in  the  upper  half  are  two  large  apertures, 
where  I  suppose  pannels  were,  in  days  of  yore.  These 
holes  answer  an  excellent  purpose  in  letting  out  the 
heated  air,  while  they  also  supply  us  with  a  fresh  and 
strong  current  from  out-of-doors,  which,  you  know,  is 
quite  healthy.  The  outside  door,  being  without  hinges, 
is^of  course,  used  only  on  the  occasion  of  North-east 
storms.  At  such  times,  we  get  plenty  of  fresh  air  by 
taking  out  a  few  hats  from  the  windows — or  by  not  being 
able  to  keep  them  in,  as  the  case  may  be.1 

Another  says. — '  You  would  be  somewhat  amused  to 
pay  me  a  visit  this  winter.  We  have  from  50  to  70 
scholars — our  room  would  seat  40  or  45  by  the  help  of  a 
few  back-logs  laid  around  in  the  area.  A  numerous  class 
are  constantly  enjoying  the  privilege  of  a  roasting  fire — 
closely  applied,  when  we  get  it  to  burn,  which,  (as  we 
have  only  green  wood,)  is  usually  about  11  o'clock.  I 
should  not  forget  the  music  made  by  incessant  appeals 
to  the  master,  in  bass,  tenor  and  treble  tunes,  set  to  words 
somewhat  like  the  following :  '  John  has  got  my  seat — 
Mercy  crowds  me — Charity  won't  let  me  sit  down,  &c. 
&c. — Fine  accommodations  for  sliding  are  furnished. 
The  house  being  on  the  lower  side  of  the  road,  the  first 
snows  are  blown  down  so  as  to  fill  the  entry,  and  prevent 
closing  the  door.  Thus  the  scholars  have  an  inclined 
plane,  at  an  angle  of  30  degrees,  extending  from  the 
road  to  the  middle  of  the  entry, — they  have  only  to  put 
themselves  at  the  end  of  it,  therefore,  and  they  are 
brought  into  the  house  in  a  moment.  I  might  tell  you 
several  other  things  which  would  make  you  envy  my  ac- 
commodations ;  but  I  withhold  them.' 

Such  are  the  accommodations  still  found  in  some  districts. 
But  I  forbear  to  amuse  you  with  any  farther  accounts  of 
them.  I  shall  conclude  with  the  following  directions  for 
furnishing  a  suitable  school-room. 

After  the  place  is  selected,  the  next  thing  is  to  build 
the  house.  The  first  object  in  doing  this  should  be,  to 
have  the  work  thoroughly  done  from  the  foundation, — 
in  order  to  make  the  building  as  tight  and  warm  as  pos- 


SCHOOL-MASTERS.  133 

sible.  The  underpinning  requires  particular  attention, 
to  prevent  the  wind  from  penetrating  under  the  floor. 
It  would  make  the  house  much  warmer  if  two  floors  were 
laid,  and  the  space  between  them  filled  with  tan.  This 
may  easily  be  done.  Three  or  four  inches  will  be  suffi- 
cient distance  between  the  floors.  The  upper  floor  should 
press  very  hard  on  the  tan.  This  will  also  serve  to  pre- 
vent a  great  part  of  the  noise  made  by  walking  and 
moving  the  feet  on  the  floor.  The  additional  expense  of 
this  will  be  small,  and  the  advantages  important.  Let 
equal  pains  be  taken  with  every  part.  The  wainscoting 
and  ceiling,  the  plastering,  within,  and  clapboarding  on 
the  outside,  should  be  made  as  tight  as  possible.  The 
lumber  ought  to  be  seasoned  in  the  most  thorough  man- 
ner. 

If  a  school-house  is  erected  in  a  place  where  it  will 
be  exposed  to  strong  winds,  it  would  be  well  to  furnish 
windows,  to  be  put  on  the  outside  of  the  window  frames 
in  the  winter,  making  the  glass  double.  These  may  be 
removed  in  the  summer,  when  it  is  necessary  to  open 
the  windows.  This  will  occasion  some  additional  ex- 
pense ;  but  it  will  be  saved  again  in  the  diminished  quan- 
tity of  fuel  necessary  to  warm  the  room.  A  hundred 
dollars,  in  addition  to  the  usual  cost,  would  make  the 
building  much  more  comfortable,  and  would  add  greatly 
to  the  improvement  made  by  the  scholars.  And  let  me 
ask,  will  not  every  parent  who  has  a  proper  regard  for 
the  comfort,  health  and  progress  of  his  children,  be  will- 
ing to  bear  his  ,  proportion  of  expense  with  others,  in 
providing  these  necessary  conveniences  for  them  ? 

2.  Let  the  seats  and  desks  be  constructed  in  the  most 
convenient  and  most  thorough  manner.  It  will  be  ask- 
ed, what  is  the  best  mode  of  making  and  placing  them  I 
In  order  to  answer  this  question  satisfactorily,  I  must 
mention  some  of  the  usual  defects. 

1.  The  seats  are  commonly  much  too  narrow  to  per- 
mit scholars  to  sit  comfortably  on  them.  I  have  exam- 
ined many  houses,  in  which  the  seats  are  not  more  than 
ten  or  twelve  inches  wide,  while  the  backs  are  perpen- 
dicular. On  a  seat  of  that  width,  no  one  can  sit  six  or 
seven  hours  without  great  fatigue.  Scholars  will  be 
12 


134  LECTURES    TO 

wearied  and  noisy  therefore,  and  cannot  be  very  much 
blamed  for  it.  The  seats  ought  to  be  from  14  to  16 
inches  wide,  made  of  plank  and  hollowed  out  in  the  form 
of  a  chair.  They  may  be  of  less  width  if  the  backs  incline 
and  are  not  perpendicular.  But  when  this  is  not  the 
case,  they  should  never  be  less  than  I  have  stated. 

2.  Another  common  error  is  committed  in  making  the 
desks  too  narrow,  and  placing  them  too  far  from  the 
seats.  The  inclined  part  of  the  desk  ought  not  to  be 
less  than  15  or  16  inches  in  width,  and  the  horizontal 
plane  not  less  than  from  four  to  six  inches.  On  the  out- 
side there  should  be  an  elevation  of  an  inch  in  height,  to 
prevent  inkstands  from  being  crowded  off.  The  edge  of 
the  desk  nearest  the  seat,  ought  not  to  be  more  than  one 
inch  from  a  perpendicular,  which  would  touch  the  forward 
part  of  the  seat.  This,  I  know,  will  not  furnish  conve- 
nient room  for  standing  up  at  the  desk.  But  as  no  one 
wishes  to  stand  but  a  very  small  part  of  the  day,  (and  it 
is  not  necessary  that  any  exercise  should  be  performed 
standing,)  it  cannot  be  wise  to  construct  the  desks  so  as 
to  be  inconvenient  during  the  whole  time  scholars  wish 
to  be  seated  at  them.  When  the  writing  tables  are  from 
four  to  eight  inches  from  the  seat,  the  scholar  must  as- 
sume an  uncomfortable  and  awkward  posture,  whenever 
he  wishes  to  write. 

Much  has  been  said  in  regard  to  the  most  convenient 
mode  of  locating  the  seats  and  desks  :  The  opinions  of 
teachers  are  very  various  on  this  subject.  I  can  give  you 
only  the  results  of  my  own  experience  and  observation, 
and  am  not  disposed  to  say,  that  the  plan  I  shall  pro- 
duce, is  certainly  the  best.  If  a  better  one  is  known,  or 
can  be  found,  I  shall  be  glad  to  adopt  it. 

The  convenience  of  both  master  and  scholar,  must  be 
consulted,  in  the  internal  arrangement  of  a  school-house. 
The  desk  for  the  master  should  be  placed  where  it  will 
be  of  easy  access,  and  where  he  can  see  the  whole 
school.  The  seats  and  desks  for  the  scholars  should  be 
so  arranged  that  each  one  can  go  to  his  seat,  and  can 
leave  it  without  jostling  any  other.  The  seats  should  be 
as  comfortable  as  possible,  and  the  desks  made  conve- 
nient for  writing. 


SCHOOL-MASTERS.  135 

In  the  plan  for  a  school-house  which  follows,  I  have 
aimed  to  obtain  all  these  objects,  without  making  the 
house  too  large,  and  without  making  the  finish  more  ex- 
pensive, than  is  obviously  necessary.  The  aisle,  which 
passes  between  the  desks,  extends  around  the  whole 
house.  It  may  be  entered  on  either  side  of  the  door, 
and  on  either  side  of  the  master's  desk.  While  the 
school  is  writing,  the  instructer  can  go  to  every  scholar, 
and  examine  his  posture,  manner  of  holding  his  pen, 
&c.  in  a  very  short  time.  The  space  in  the  centre  is 
sufficiently  wide  for  all  the  purposes  for  which  it  is  ne- 
cessary. 

If  it  is  wished  to  warm  the  house  by  a  fire,  a  small 
chimney  may  be  erected  where  the  door,  from  the  entry 
is  placed,  in  the  plan ;  and  doors  may  open  into  the  room 
on  each  side  of  it.  The  entry  should  be  made  a  little 
wider,  if  a  chimney  is  erected,  in  order  to  furnish  suffi- 
cient room  to  hang  up  hats  and  clothes.  A  stove  may 
still  be  put  in  the  place  designated  in  the  plan,  and  the 
funnel  be  conducted  into  the  chimney. 

If  a  house  of  smaller  dimensions  is  in  any  place  de- 
signed, the  number  of  seats  and  desks  may  be  diminish- 
ed, by  lessening  the  length  of  the  building.  The  num- 
ber of  desks  and  seats  in  the  plan,  is  sufficient  for  60 
scholars,  56  of  whom  can  write  at  the  same  time.  The 
seats  designed  for  small  scholars  are  not  included,  so  that 
about  80  can  be  conveniently  accommodated  in  the  room. 
This  number  is  too  large  for  a  school,  under  one  teach- 
er; and  it  is  often  desirable  to  have  two  rooms  instead  of 
one.  The  younger  members  will,  then  occupy  one,  un- 
der the  care  of  a  monitor  or  assistant  teacher,  while 
the  others  receive  the  undivided  attention  of  the  mas- 
ter. 

I  have  been  led  to  this  minute  detail,  from  the  fact 
that  very  much,  in  the  formation  of  character  and  pro- 
gress in  acquiring  knowledge,  must  depend  on  the  con- 
veniences furnished  to  children,  at  the  district  school. 
I  hope  the  time  is  not  distant  when  the  subjects  of  this 
Lecture,  will  claim  the  attention  which  their  importance 
demands. 


136  LECTURES    TO 

NOTE. — The  following1  remarks  from  a  valuable  REPORT  on 
school-houses,  read  before  the  Essex  Co.  Mass.  Convention  of 
Teachers  and  published  by  their  order,  I  beg  leave  to  add  to 
the  foregoing  remarks*  The  whole  Report  ought  to  be  read  in 
every  school  district. 

As  the  situation  should  be  pleasant  and  healthy,  so  there 
should  be  sufficient  space  around  the  building.  With  the  num- 
ber who  ordinarily  attend  these  institutions,  not  less  than  a 
quarter  of  an  acre  should  ever  be  thought  of  as  a  space  for  their 
accommodation,  and  this  should  be  enclosed  from  the  public 
highway,  so  as  to  secure  it  from  cattle,  that  the  children  may 
have  a  safe  and  clean  place  for  exercise  at  recess  and  at  other 

times. Every  School  House,  beside  the  public  room,  should 

have  an  apartment  in  which  the  apparatus,  library,  &c.  may  be 
placed  ;  for  with  an  apparatus  and  library,  every  school  ought 
to  be  furnished. No  building  designed  as  a  place  of  pub- 
lic assembly,  should  be  destitute  of  an  accommodation  of  this 

kind. Attached  to  all  School  Houses,  there  should  be 

sheds,  as  a  store-house  for  wood,  and  shelter  to  the  children  from 
the  violence  of  the  storm,  and  the  burning  heat  of  the  sun,  at 

recess  and  intermission  at  noon. Means  of  ventilation 

should  be  provided  in  every  school  room.  Various  methods 
may  be  adopted  ;  such  as  letting  down  the  windows  from  the 
top,  or  small  openings  in  the  upper  ceiling  of  the  house.  It  is 
thought,  however,  that  in  most  instances,  where  a  fire  is  kept  in 
the  room,  the  easiest,  and  the  most  effectual,  is  a  small  opening 
into  the  flue  of  the  chimney,  or  through  the  stove  pipe,  (where 
there  is  no  chimney,)  near  the  upper  ceiling. 

If  the  room  be  large,  it  will  require  more  than  one  vent  to 
convey  off  the  impure  atmosphere  effectually.  And  even  in 
small  rooms,  other  ways  should  be  resorted  to,  besides  these 
openings,  or  the  air  will  not  be  preserved  in  a  healthful  state. 
We  recommend  the  opening  of  windows  for  a  few  minutes  at 
recess,  every  half  day,  and  when  the  atmosphere  is  particularly 
close,  at  other  and  shorter  intervals. Connected  with  eve- 
ry School  House,  there  should  be  a  good  well,  furnished  per- 
haps with  a  pump,  as  the  safest  way  for  the  children  to  get  their 
water.  Water  for  drink  and  other  purposes,  children  need,  and 
must  have  ;  and  no  neighbor  ought  to  be  subject  from  year  to 
year,  to  constant  and  numerous  inconveniences  of  having  the 
children  drawing  at  his  well. 

There  should  also  be  a  sink  and  other  conveniences  for  wash- 
ing, belonging  to  each  house.  Scrapers  and  mats  ought  like- 
wise to  be  kept  at  the  doorv. >— -Though  Instructers  may,  or- 
dinarily, have  no  direct  agency  in  erecting  and  repairing  the 
buildings  where  they  are  employed  to  keep  school,  yet  by  a  lit- 


SCHOOL-MASTERS.  137 

tie  carefulness,  ingenuity  and  enterprise,  they  can  do  much  to 
avoid  some  of  the  evils  connected  with  them.  When  about  to 
open  a  school  they  can  look  at  the  house,  as  a  mechanic  at  his 
shop,  and  adapt  their  system  to  the  building,  and  not  carry  into 
a  house  ill  adapted  to  its  developement,  a  system  of  operations, 
however  speculatively  just  it  may  appear  in  their  own  minds. 
The  buildings  are  already  constructed,  and  of  materials  not 
over  plastic,  and  often  as  incapable  of  accommodating  a  system 
got  up  in  some  other  place,  as  the  house  of  the  Vicar  of  Wake- 
field  was,  for  the  family  painting.  Instructers  should  make  the 
most  of  what  is  comfortable  and  convenient,  and  remedy  as  far 
as  possible  what  is  bad.  If  the  pupils  are  uncomfortably  seat- 
ed, they  can  allow  them  occasionally  to  change  their  seats,  or 
alter  their  position,  which,  though  attended  with  some  inconve- 
nience, cannot  be  compared  with  the  evils  growing  out  of  pain 
and  restlessness,  and  the  effects  which  are  likely  to  be  produced 
upon  the  health,  the  disposition,  morals,  and  progress  in  learn- 
ing, from  a  long  confinement  in  an  uneasy  position.  Instructers 
can  and  ought  to  use  their  influence  and  authority,  to  preserve 
the  buildings  from  injuries,  such  as  cutting  the  tables,  loosening 
and  splitting  the  seats,  breaking  the  doors  and  windows,  by 
which  most  houses  of  this  class  are  shamefully  mutilated,  and 
their  inconveniences,  great  enough  at  first,  are  increased.  The 
extent  to  which  injuries  of  this  kind  are  done,  and  the  incon- 
veniences arising  from  it,  in  respect  of  writing  bo6ks  and 
clothes,  are  great  beyond  what  is  ordinarily  thought ;  and  as  it 
it  is  possible  in  a  considerable  degree  to  prevent  them,  they 
should  not  be  tolerated.  So  far  as  the  scholars  are  concerned, 
it  may  arise  from  a  mixture  of  causes  ; — thoughtlessness,  idle- 
ness, a  restless  disposition  or  real  intent  to  do  injury. •. 

Teachers  should  take  the  management  of  the  fire  entirely  under 
their  own  control. We  will  close  these  remarks  by  observ- 
ing that  after  an  extensive  and  careful  examination  of  the  state 
of  a  great  number  of  school  houses  in  this  and  other  States,  we 
are  constrained  to  believe^  that  in  regard  to  accommodation,  the 
convicts  in  the  State  Prisons,  except  those  condemned  to  solita- 
ry and  perpetual  confinement,  and  we  are  not  certain  that  in  all 
cases  these  should  be  excepted,  are  better  provided  for,  than  the 
dear  children  of  New-England,  the  glory  of  the  present,  and 
the  hope  of  the  coming  age.  And  when  we  regard  the  delete*- 
reous  effect  which  the  want  of  accommodation  and  other  imper- 
fections in  and  about  these  buildings,  must  have  upon  the 
growth,  health,  and  perfectness  of  the  bodily  system,  upon  the 
mental  and  moral  power,  upon  the  tender  and  delicate  feeling 
of  the  heart,  we  must  suppose  there  is  as  pressing  a  call  for  the 
direct  interference  of  the  wise  and  benevolent,  to  produce  an 
improvement,  as  there  is-  for  the  efforts  of  the  Prison  Discipline, 


138 


LECTURES    TO 


Society,  or  for  many  of  the  benevolent  exertions  of  the  day. 
And  we  do  most  solemnly  and  affectionately  call  upon  all,  ac- 
cording to  their  situation  in  life,  to  direct  their  attention  to  the 
subject ;  for  the  bodies,  the  minds,  the  hearts  of  the  young  and 
rising  generation  require  this.  It  is  a  service  due  to  the  pres- 
ent and  future  generation.  A  service  due  to  their  bodies  and 
souls. 


LECTURE    XV. 


[The  substance  of  the  following  Lecture  has  been  repeated 
several  times,  before  teachers  and  others.  A  few  of  the  thoughts 
may  be  found  in  some  of  the  preceding  pages,  yet  there  is  not  a 
sufficient  degree  of  similarity,  to  make  it  improper  to  give  it  in 
this  place.  No  one  will  understand  me  to  say  that  the  course 
marked  out  can  be  literally  followed  under  all  circumstances. 
But  the  principles,  are  of  general  application.] 

I  CAN  introduce  the  subjects  to  which  your  attention  is 
now  called,  in  no  way  better  than  by  giving  an  extract 
of  a  letter,  which  is  a  specimen  of  many  received  from 
former  pupils. 

' Pray  tell  me  how  to  begin  my  school.  What 

is  thejirst  thing  to  be  done  1  the  second,  third,  &c. 

The  remark  '  much  depends  on  the  manner  in  which  you 
begin,1  I  believe  is  true,  and  I  wish  to  begin  right.  Any 
information  on  this  will  be  very  gratefully  received  by 
your  QUONDAM  PUPIL. 

While  I  attempt  to  make  some  suggestions  with  re- 
gard to  the  FIRST  DAYS  WORK  in  a  school,  it  may  be  well  to 
introduce  you  into  one,  and  let  you  hear  I  he  remarks  of 
the  teacher,  and  observe  the  replies  of  the  scholars. 
The  instructer  has  studied  human  character;  he  has  ta- 
ken pains  to  digest  such  a  system  as  will  meet  the  wants 
of  his  youthful  charge.  He  knows  there  are  obstacles 
to  his  success,  and  has  made  them  familiar,  as  the  na- 
ture of  the  case  will  admit.  He  has  thought  much,  very 


SCHOOL-MASTERS.  139 

muck,  on  the  most  judicious  means  of  surmounting  them. 
Willing  to  labor  for  the  good  of  his  scholars,  he  will  not 
inquire  when  he  has  '  kept  his  hours,'  but,  when  he  has 
done  all  that  duty  suggests  and  love  prompts. 

He  enters  the  school-room,  revolving  in  his  mind  the 
probable  consequences  of  his  connexion  with  the  group 
of  children  and  youth  committed  to  his  care.  Finding 
thirty  or  forty  scholars,  who  retire  to  their  seats,  as  he 
enters  the  school-room,  he  addresses  them  with  a  cheer- 
ful '  good  morning,'  and  continues, — 

'  I  am  happy  to  see  so  many  together.  I  hope  all  of 
you  are  pleased  to  have  your  school  commence  :  for  it 
is  always  pleasant  to  teach  those  who  love  to  receive  in- 
struction. I  shall  wish  to  converse  with  you  about  sev- 
eral things,  this  morning,  but  first  it  may  be  proper  to 
read  a  chapter  from  that  Book,  which  contains  the  in- 
struction of  Him  who  is  the  great  Creator  and  Instruc- 
ter  of  us  all.* 

1  presume  all  of  you  have  attended  school  be- 
fore. Have  you  always  had  a  good  school  1 

Scholars.     '  No  sir,  not  always.' 

Well,  which  did  you  like  best  a  good  school,  or  a  poor 
onel 

S.   [smiling]  a  good  school. 

That  certainly  is  right,  and  if  you  can  now  tell  me 
what  you  mean  by  a  good  school,  perhaps  we  can  con- 
trive to  have  one  this  winter.  You  may  tell  me  there- 
fore what  you  mean  by  a  good  school. 

(The  scholars  look  at  each  other  and  at  the  teacher, 
but  remain  silent.) 

Is  it  hard  to  tell  what  you  mean  by  a  good  school  ? 
Some  of  the  older  scholars  can  give  me  some  account  of 
one. 

(The  scholars  still  remain  silent-) 

Perhaps  you  will  understand  me  better  if  I  make  some 
direct  iniquities.  Is  that  a  good  school  where  scholars 
are  permitted  to  play  whenever  they  choose  and  be  as 
idle  as  they  please  ? 

*No  teacher  can  be  justified  in  neglecting  to  make  this  his  first  and 
last  work  every  day  in  school.  A  reverence  for  the  BIBLE  is  one  of  the 
greatest  safeguards  which  the  young  can  have,  and  he  who  does  not  aim  to 
cultivate  this,,  fails  of  accomplishing  his  whole  duty. 


140 


LECTURES    TO 


S.  No  sir,  certainly  not,  for  nothing  would  be  learn- 
ed. 

It  seems  then,  that  you  think  a  school,  in  order  to  be 
a  good  one,  must  be  such  as  to  secure  the  acquisition  of 
knowledge.  Is  it  important  that  there  should  be  order 
and  regularity,  in  a  school  ? 

S.  Yes  sir. 

In  a  good  school,  does  the  master  obey  the  scholars, 
or  do  they  obey  him  ? 

S.  The  scholars  obey  their  teacher  ? 

Can  the  teacher  make  the  school  a  good  one,  if  the 
scholars  do  not  try  to  aid  him,  or  can  they  make  it  good 
if  he  does  not  aid  them  ? 

S.  We  think  not :  it  is  necessary  both  should  try. 

I  wish  to  ascertain  how  many  of  the  scholars  are  suffi- 
ciently desirous  of  having  a  good  school  to  be  willing  to 
aid  me  therein.  All  who  are  so,  may  raise  their  hands* 
I  am  happy  to  see  so  many  hands  up- 

It  will  be  very  convenient  for  me  to  know  the  names 
of  all  who  wish  to  have  a  good  school.  I  shall  therefore 
write  a  sentence,  in  a  small  book  which  I  have,  express- 
ing the  wish  just  intimated.  Each  one  who  approves  of 
it  may  write  his  name  under  it. 

On  the  opposite  page  I  will  write  another  sentence 
and  those  who  have  no  wish  to  have  a  good  school  may 
place  their  names  under  that. 

The  book  will  be  upon  my  table  and  can  be  examined 
at  any  time.  If  any  scholar  wishes  to  transfer  his  name 
from  one  page  to  the  other,  permission  will  be  cheerfully 
given,  whenever  this  is  intimated  to  me. 


FIRST  PAGTE. 

We,  whose  names  are  belmv, 
wish  to  have  a  good  school,  and 
are  willing  and  promise  to  do 
all  which  is  reasonable,  to  aid 
the  teacher  in  securing  the  ben- 
ejiis  of  it. 


NAMES, 


SECOND  PAQE-. 

Wet  whose  names  are  below, 
frankly  say,  we  have  not  suffi- 
cient anxiety  about  acquiring 
knowledge  and  making  progress 
in  our  studies,  to  make  us  will- 
ing to  aid  the  teacher  in  his 
ejj'orts  to  secure  it. 

NAMES. 


SCHOOL-MASTERS.  141 

[The  teacher  reads  each  sentence,  and  then  commenc- 
ing with  the  older  scholars,  asks  each  one  on  whicfo 
page  his  name  shall  be  placed,  or,  as  many  times  may 
be  preferable  passess  the  book,  for  each  one  to  sign  for 
himself.  No  one  can  object  on  the  terms  proposed  te 
have  his  name  registered  under  one  sentence  or  the^ 
other.  And  very  few  will  be  willing  on  the  Jirst  day  of 
the  school,  to  sign  the  latter.  Public  opinion  may  thus 
be  secured  in  favor  of  a  good  school  and  the  teacher  is 
prepared  to  proceed  to  make  other  arrangements.] 

I  am  happy,  to  find  that  so  many  are  willing  to  second 
my  efforts.  My  object,  in  coming  here  as  your  teacher, 
is  to  benefit  YOU  to  the  extent  of  my  ability.  For  this,  I 
am  willing  to  devote  my  whole  time  and  talents.  If  I 
can  be  secure  of  your  efforts,  I  have  no  doubt  the  time 
will  pass,  both  pleasantly  to  me,  and  profitable  to  you. 

On  several  other  subjects  it  is  important  that  I  should 
become  acquainted  with  the  opinion  of  the  scholars. 

How  many  think  that  vulgar,  profane  or  obscene  lan- 
guage ought  to  be  allowed,  in  order  to  have  a  good 
school  1 1  see  no  hands  up. 

How  many  wish  to  be  allowed  to  use  such  language  T 
— No  one  votes  for  it  ? 

How  many  think  that  such  language  is  wrong,  and 

ought  not  to  be  permitted  ? 1  am  happy  to  see  s& 

many  raise  their  hands  now.  Will  it  be  right  for  one 
scholar  to  strike,  or  in  any  way  injure  another? 

S.  No  sir. 

Will  it  be  proper  for  one  to  whisper  to  an  other  or  in 
any  way  injure  him  while  studying  and  especially,  do  it 
without  permission  ?  If  any  think  it  right,  they  may 
raise  their  hands. 

If  any  think  it  wrong,  they  may  give  the  sign. 

I  am  happy  to  find  so  many,  that  think  such  a  prac- 
tice wrong. 

Perhaps  it  will  help  to  secure  correct  conduct,  if  I 
write  some  of  the  opinions  which  have  been  expressed, 
in  the  same  book,  in  which  you  have  already  written 
your  names  ;  you  may  subscribe  them  or  not,  just  as  you 
choose.  Those  who  do  not  wish  such  things  discounte- 
nanced can  put  their  names  on  the  fourth  page. 


142 


LECTURES    TO 


THIRD  PAGE. 

We,  whose  names  are  below, 
agree  that  any  profane,  vulgar, 
indelicate,  obscene  language,  or 
any  unkind  expressions  towards 
each  other,  ought  not  to  be  toler- 
ated in  this  school.  We  also 
agree  that  scholars  ought  not  to 
interrupt  each  other. 


FOURTH  PAGE. 

We,  whose  names  are  below, 
are  unwilling  to  be  restrained 
from  using  profane  vulgar,  in- 
delicate, and  obscene  language. 

Nor  are  we  willing  to  oe  pre- 
vented from  interrupting  each 
other. 


NAMES. 


[The  instructor  reads  each  page,  and  then  proceeds.] 

Each  scholar  is  at  liberty  to  have  his  name  recorded 
on  the  third  page,  or  the  fourth.  And  any  one  who  may 
hereafter  desire  to  transfer  his  name  from  one  to  the 
other,  will  have  free  permission.  It  is,  by  no  means,  my 
wish  to  have  any  one  tell  me  he  wishes  to  have  a  happy 
and  profitable  school,  if  he  does  not  desire  it.  And  if 
any  scholar  does  prefer  to  be  idle  and  consequently 
wicked,  it  is  very  important  that  I  should  be  apprized  of 
it,  so  that  I  may  use  proper  efforts  to  convince  or  re- 
claim him. 

I  shall  now  pass  the  book  for  each  scholar  who  can, 
to  write  his  own  name.  If  any  have  not  learned  to 
write,  they  can  tell  me  where  they  wish  to  have  it  writ- 
ten. 

[When  this  subject  is  dismissed,  the  instructor  proceeds.] 


I  have  been  conversant  with  some  schools  where  very 
few  benefits  were  secured,  because  the  scholars  were  sel- 
dom ready  to  recite  together.  If  half  of  a  class  obtain 
a  lesson,  and  the  other  half  fail,  both  parts  must  suffer. 
If  those  recite  who  are  ready,  they  ought  not  to  be  hin- 
dered by  the  others.  If  the  tardy  half  continue  in  the 
class,  they  do  it  with  great  disadvantage,  for  they  must 
omit  a  lesson  which  may  prevent  them  from  understand- 


SCHOOL-MASTERS.  143 

ing  the  next.  This  evil  may  be  avoided  by  adopting  a 
rule  to  have  a  time  for  each  exercise,  and  having  all  in 
a  class  prepared  at  the  time.  At  least,  to  establish 
this,  with  regard  to  all  the  larger  classes  is  highly  neces- 
sary. The  rule  of  a  very  wise  man,  the  great  Washing- 
ton was,  to  have  a  *  time  for  every  thing,  and  every  thing 
done  in  its  time.'  How  many  think  it  will  be  expedient 
for  us  to  adopt  this  as  a  standing  rule  in  the  school  ? 

I  am  happy  to  see  a  large  majority  are  in  favor  of  it. 

Perhaps  it  will  be  beneficial  to  converse  on  another 
subject  a  moment.  In  many  district  schools,  some  of 
the  scholars  are  tardy  in  getting  in  at  the  proper  time  to 
commence.  It  may  be  impossible  for  every  one  to  be 
punctual.  But  I  have  commonly  found  that  those  who 
come  late  do  so  from  their  own  indolent  habits.  They 
are  commonly  better  friends  to  their  pillows  than  they 
are  to  their  books.  If  they  lie  in  bed  late,  it  is  impossi- 
ble, as  the  mornings  are  short,  that  they  should  arrive  at 
school  early. 

If  a  school  does  not  commence  till  ten  in  the  morning, 
a  sixth  part  of  the  time  is  lost.  If  a  few  are  early,  while 
the  majority  are  late,  the  former  are  injured  by  the  lat- 
ter, as  they  are  constantly  disturbed  and  hindered. 

If  we  desire  to  have  a  good  school,  I  think  we  must 
devise  means  to  secure  an  early  attendance.  I  shall  be 
here,  before  it  is  time  to  commence  the  exercises,  and 
shall  be  happy  to  meet  as  many  as  possible  in  season  to 
give  an  account  and  an  illustration  of  several  things, 
which  do  not  come  within  the  range  of  our  studies ;  but 
about  which  it  is  very  important  for  you  to  gain  some 
knowledge. 

How  many  think  that  our  school  ought  to  meet  punc- 
tually at  nine  o'clock  in  the  morning?  All  who  do, 
may  give  the  sign. 

How  many  are  willing  to  use  uncommon  efforts  to  be 
at  school  early  ? 

[In  different  places,  there  will  be  different  answers  to 
these  questions,  and  the  teacher  will  have  occasion  to 
vary  his  remarks  according  to  them.  I  have  in  other  in- 
stances given  or  implied  the  answer  of  the  scholars.  It 


144  LECTURES   TO 

could  be  done  with  safety,  as  nothing  but  common  sense 
is  requisite  to  insure  them.] 

The  particular  location  of  the  school  may  sometimes 
render  other  regulations  indispensable.  If  it  be  near  a 
tavern  or  store,  or  if  it  is  near  a  hill,  where  sliding  will 
be  dangerous  or  on  the  margin  of  a  pond  or  river,  where 
scholars  may  be  in  danger  of  breaking  through  the  ice, 
particular  provision  may  be  made,  as  the  nature  of  the 
case  may  require. 

If  members  of  the  school  have  before  accustomed 
themselves  to  devote  their  evenings  to  parties  or  other 
recreations,  incompatible  with  their  studies,  the  impro- 
priety of  continuing  such  exercises  can  be  easily  pointed 
out,  or  the  scholars  may  be  required  to  decide  on  the 
comparative  value  of  mere  amusement  and  solid  intellec- 
tual improvement.  Far  gone  in  dissipation,  must  be 
that  young  person,  who  in  the  presence  of  his  teacher 
will  assert  that  amusement  is  more  valuable  than  know- 
ledge, and  few  will  be  found^in  districts  schools,  willing 
to  confess  such  an  opinion. 

[Having  disposed  of  the  subjects  already  mentioned 
the  instructer  proceeds :] 

I  hope  from  what  I  have  seen  this  morning,  that  I 
shall  be  spared  the  pain  of  witnessing  a  neglect  of  the 
duties  of  the  school ;  and  particularly  do  I  hope,  none 
will  be  so  regardless  of  their  character  and  happiness  as 
to  become  guilty  of  any  of  those  things  which  most  of 
you  have  acknowledged  ought  not  to  be  tolerated.  But 
still  it  is  possible  some  may  be  so  forgetful  or  regardless 
of  duty  as  to  do  those  things  which  are  wrong.  What 
ought  to  be  done  under  such  circumstances?  Will  it  be 
right  for  me  to  overlook  such  conduct  ? 

8.  No  sir. 

T.  Why  not  ? 

S.  Because,  others  will  be  less  afraid  to  do  wrong. 

How  many  of  you  think  those  who  do  things  which 
they  know  to  be  wrong,  ought  to  be  corrected  1  All, 
who  do,  may  give  the  usual  sign. 


SCHOOL-MASTERS.  145 

I  am  happy  to  see  so  great  a  uniformity  in  school  on 
this  subject.  And  as  it  will  be  convenient  for  me  to 
know  the  names  of  each  one  whose  opinion  is  correct 
on  this  subject,  I  shall  write  the  opinion,  in  my  book, 
and  you  may  record  your  names  under  it.  If  any  pre- 
fer to  subscribe  to  a  different  sentiment  they  can  do  it  on 
the  sixth  page. 


FIFTH  PAGE. 


We  agree  that  scholars,  ivho 
willfully  act  in  opposition  to 
what  they  know  is  right,  deserve 
and  ought  to  receive  due  pun- 
ishment for  such  offences,  and 
that  we  shall  justify  our  instruc- 
ter  in  administering  it. 


NAMES. 


SIXTH 


We,  ivhose  names  are  on  this 
page,  do  not  wish  the  instructer 
to  punish  the  offences  commit- 
ted by  those  ivho  wish  to  do 
wrong. 


NAMES. 


In  ordinary  circumstances,  this  may  be  sufficient,  for 
the  first  arrangements,  on  the  subject  of  government  &c. 
and  the  instructer  will  be  prepared  to  proceed  to  other 
departments  of  his  labor,  on  which  sufficient  directions 
have  been  before  given. 

If  any  teacher  is  ready  to  inquire  why  I  recommend 
a  course  like  the  preceding,  I  answer :  the  scholars  will 
be  led  by  it,  to  reflect  on  the  character  of  the  school,  the 
nature  of  its  duties,  and  their  personal  responsibility. 
They  will  readily  perceive  that  the  instructer  is  acquain- 
ted with  his  employment,  is  qualified  to  confer  benefit 
upon  them. 

This  course  will,  also,  lay  a  heavy  restraint  on  the  ex- 
ercise of  those  passions,  which  are  ruinous  to  both  their 
happiness  and  improvement.  He  must  be  a  very  hard- 
ened boy,  who  will  afterwards  justify  himself  for  doing 
things,  which,  on  ihejirst  day  of  the  school,  he  acknowl- 
edged wrong  and  incompatible  with  a  good  school — es- 
pecially when  he  had  his  choice  to  record  his  name 
where  he  chose. 

Whenever  a  course,  similar  to  the  above,  has  been 
pursued,  very  few  cases  of  serious  discipline  have  ever 
13 


14G  LECTURES    ON,  &C. 

been  known,  and  I  am  confident  that  human  nature 
must  change,  before  they  will,  under  such  circumstances, 
become  frequent. 

Lastly,  the  labors  of  the  teacher  are  rendered  much 
more  pleasant,  by  using  preventives  of  indolence  and 
crime,  in  this  early  stage  of  his  efforts.  So  far  as  his 
labors  are  made  pleasant  to  himself,  they  will  be  likely 
to  be  so,  to  the  school ;  for,  in  the  presence  of  a  Iw^mi 
teacher,  it  is  hardly  possible  to  find  ari  unhappy  school. 
PREVENTION  is  BETTER  THAN  CURE. 


[Lecture  XVI,  on  the  MANNER  OF  USING  APPARATUS, 
will  be  published  in  a  separate  pamphlet,  as  s.oon  as  the 
health  of  the  Author  will  permit.] 


QUESTIONS. 


QUESTIONS  ON  LECTURE  I. 

1.  Is  a  person  properly  qualified  to  become  a  teacher 
bj  the  acquisition  of  science  merely  7 

2.  What  else  ought  he  to  study  ? 

3.  What  has  been  the  practice  of  many  who  have  tried 
to  teach  ? 

4.  What   ought  every  one  to  obtain,  who  means  to 
teach  school  1     Why  ? 

5.  Of  what  is  there  a  general  conviction  ? 

6.  Is  the  value  of  common  schools  sufficiently  realiz- 
ed? 

7.  What  shows  the  importance  of  district  schools  ? 

8.  Who  exhibit  a  high  degree  of  interest  in  the  char- 
acter and  usefulness  of  schools  ? 

9.  What  is  one  way  in  which  indifference  is  exhibted  ? 

10.  Do  you  ihiuk  that  every  parent  ought  to  attend  the 
district  school-meeting  in  his  neighborhood  ? 

11.  What  vote  is  sometimes  passed  by  a  district  1 

12.  How  is  indifference    shown  by  parents,  after  a 
school  has  commenced  ? 

13.  Is  the  indifference  universal,  of  which  the  Author 
speaks  ? 

14.  From  what  may  indifference  to  the  character,  and 
usefulness  of  schools  originate  ? 

15.  Is  that  person  a  real  friend  to  his  country,  who 
has  but  little  regard  to  the  character  of  the   schools, 
which  his  children  attend  1 

1 6.  What  must  be  the  effect  of  ignorance  on  the  wel- 
fare of  our  country  1 


148  QUESTIONS. 

17.  How  do  parents  endanger  their  own  happiness? 

18.  What  is  the  duty  of  every  parent  ? 

19.  How  is  it  sometimes  shown  that  parents  do  not 
have  a  proper  affection  for  their  children  1 

20.  What  do  such  seem  to  consider  most  important  1 

21.  Are  there  exceptions  to  what  is  said? 

122.  Is  any  part  of  the  indifference  to  common  schools, 
the  result  of  not  realizing  moral  obligation  ? 

23.  Is  it  to  fye  considered  strange,  that  schools  are  not 
more  useful,  when  so  many  things  exist  that  are  injuri- 
ous to  them  ? 


QUESTIONS  ON  LECTURE  II. 

1.  What  are  many  parents  backward  to  furnish  ? 

2.  Would  some  cheap  apparatus  be  highly  useful  in 
every  school  ? 

3.  Why  are  some  parents  unwilling  to  furnish  new 
books  for  their  children  ? 

4.  How  do  both  parents  and  children  suffer  loss  ? 

5.  From  what  two  things,  does  the  unwillingness  of 
parents  to  furnish  proper  means  to  their  children,  for 
making  progress  in  acquiring  knowledge,  arise  ? 

6.  Are  parents  sometimes  more  willing  to  spend  mo- 
ney for  things  useless  or  even  hurtful,  than,  for  furnish- 
ing their  chilciren  with  the  means  of  making  their  studies 
pleasant  and  profitable? 

7.  What  stories  are  told  to  illustrate  this  ?  1st  ?  2d  ? 

8.  W^hat  is  the  next  thing  mentioned,  that  has  operat- 
ed extensively  to  prevent  the  usefulness  of  schools  ? 

9.  How  do  *  district  parties'  sometimes  originate  ? 

10.  Have  you  ever  known  any  such,  which  have  been  un- 
favorable to  the  schools  in  your  neighborhood  1 

11.  If  you  find  parties  in  the  districts  where  you  may 
be  employed,  what  will  be  their  effect  on  the  usefulness  of 
your  labors  1 

12.  Will  it  be  your  duty  to  strive  to  unite  such  parties, 
in  efforts  to  benefit  the  school  2 


QUESTIONS.  149 

13.  By  what  means  do  parents  sometimes  injure  the 
usefulness  of  common  schools  ? 

14.  Are  academies  ever  injurious  to  district  schools  ? 

15.  What  observations  are  made  in  the  note  on  this 
subject  •] 

16.  Would  united  Christian  effort  be  productive  of 
good,  and  is  it  just  to  attribute  a  part  of  the  failure  in 
the  usefulness  of  schools  to  a  want  of  it  1 

17.  What  is  the  fifth  reason  mentioned  why  schools 
are  not  more  useful  ? 

18.  What  is  said  of  the  qualifications  of  the  first  class 
of  teachers  1 

19.  What  is  said  of  the  next  class  ? 

20.  What  is  said  of  the  third  class  of  those  who  en- 
gage in  instructing  1 

21.  Why  are  many  of  this  class  deficient  in  qualifica- 
tions 1 

22.  What  is  the  sixth  obstacle  to  the   usefulness  of 
schools  ? 

23.  What  is  the  seventh  thing  mentioned  ? 

24.  Are   school-houses  badly  constructed,  and  often 
badly  located? 


QUESTIONS  ON  LECTURE  III. 

1.  What  is  the  first  requisite  in  the  qualifications  of  a 
good  schoolmaster  1 

2.  What  does  the  author  mean  by  common  sense  ? 

3.  What  is  the  second  requisite  1 

4.  Why  is  this  important  ? 

5.  What  is  the  third  qualification  ? 

6.  Why  is  this  necessary  ?    ' 

7.  What  is  the  next  requisite  trait  in  a  teacher  ? 

8.  Is  decision  of  character  important  to  persons  in 
every  situation  in  life  ? 

9.  Why  ought  a  schoolmaster  to  be  affectionate  1 

10.  Is  it  important  that  teachers  should  have  a  just 
moral  discernment  ? 

11.  What  is  of  even  more  importance  to  children  than 
intellectual  culture  1 


150  QUESTIONS. 

12.  What  studies  does  the  law  require  to  be  taught  in 
common  schools  1 

13.  What  is  said  of  the  four  first? — of  the  fifth  ?— of 
the  two  last  ? 

14.  In  a  proper  knowledge  of  what  are  most  teachers 
deficient  ? 

15.  What  remarks   are  made  on  the  subject  of  read- 
ing ? — of  arithmetic  ? — of  geography  1  of  English  gram- 
mar ? — of  the  history  of  the  United  States  ? 

16.  With  what  other  studies  ought  the  instructor  to  be 
familiar  ?     What  is  said  of  each  ? 

17.  Do  you  believe  that  all  these  studies  are  requisite, 
to  qualify  you  to  teach  with  success  ? 

Have  you  evidence  of  possessing  the  necessary  qualified" 
tions  ? 

19.  Are  you  willing  to  engage,  if  unqualified  ? 


QUESTIONS  ON  LECTURE  IV. 

1.  What  is  the  first  practical  direction  to  teachers  ? 

2.  Is  this  important  to  the  personal  enjoyment  of  the 
master  ? 

3.  Can  the  nature  of  your  employment  be  fully  learn- 
ed without  experience  ? 

4.  From  what  publications  may  something  of  the  na- 
ture of  teaching  be  learned  ? 

5.  Wrill  you  learn  anything  of  the  nature  of  your  busi- 
ness, by  reflecting  on  the  common  nature  of  children  1 

6.  What   varieties   may  you   expect   to   find   among 
them  ? 

7.  What  is  said  of  parents  1 

8.  Will  it  be  a  benefit  to  converse  with  experienced 
teachers  ? 

9.  Should  yon  be  discouraged  by  what  they  may  tell 
you  ? 

10.  What  have  some  considered  the  business  of  teach- 
ing ? 

11.  What  remarks  are  made  in  the  note,  on  this  sub- 
ject ? 

12.  What  is  teaching  ? 


QUESTIONS.  151 

13.  What  language  should  the  teacher  use  1 

14.  For  the  purpose  of  knowing  how  to  teach,  what 
should  you  recollect  1 

15.  What  is  the  second  general  direction  ? 

16.  How  may  you  learn  your  responsibility  as  a  teach- 
er 1 

17.  What  is  said  of  the  influence  a  teacher  may  exert  ? 

18.  What  consideration  shows  the  importance  of  this 
influence  ? 

19.  What  has  God  enjoined  upon  the  young  ? 

20.  What  is  the  last  suggestion  to  show  the  responsi- 
bility of  the  instructor  I 


'       QUESTIONS  ON  LECTURE  V. 

1.  What  is  the  next  general  direction? 

2.  Is  there  a  wide  difference  in  the  amount  of  influ- 
ence exerted  by  individuals  sustaining  the  same  office  1 

3.  With  what  particular  trait  of  character,  in  a  teach- 
er, is  it  natural  to  suppose  the  scholars  will  be  pleased  ? 

4.  What  is  the  first  requisite  for  gaining  the  confidence 
of  a  school  1 

5.  What  should  you  remember  ? 

6.  What  is  the  second  direction  of  gaining  the  confi- 
dence of  scholars  ? 

7.  Wliat  is  the  third  direction  on  this  subject  ? 

8.  Will  you  endeavor  to  remember  this  ? 

9.  What,  fourthly,  is  necessary  ? 

10.  What  is  the  fourth  general  direction  ? 

11.  Why  should  you  be  willing  to  devote  your  whole 
time  to  your  school  I 

12.  What  account  is  given  of  the  course  pursued  by 
Benevolus  ? 

13.  What  seemed  to  him   highly  ridiculous 

14.  How  is  the  importance  of  this  direction  further 
illustrated  1 

15.  What  request  is  made  of  such  as  are  unwilling  to 
devote  their  whole  time  T 


QUESTIONS 

16.  What  is   said   of  the   compensation    allowed   to 
teachers  ? 


QUESTIONS  ON  LECTURE  VI. 

1.  What  is  the  next  general  direction? 

2.  In  order  to  be  able  to  govern  others,  what  is  first 
necessary  ? 

3.  Against  what  must  the  teacher  be  well  guarded  ? 

4.  Is  it  injurious  to  make  contemptuous  speeches  about 
scholars  ? — about  parents  ? 

5.  After  being  able  to  govern  himself,  what  is  of  great 
importance  to  the  teacher,  as  a  first  step  towards  govern- 
ing the  school  ?    . 

6.  What  will  be  the  effect  on  the  school,  if  the  master 
believes  he  cannot  govern  the  scholars  ? 

7.  How  ought  the  teacher  to  consider  and  treat  his 
scholars  1 

8.  How  is  the  mode  recommended  by  the  Author,  il- 
lustrated ? 

9.  What  is  said  of  being  uniform  in  the  government  of 
a  school  ? 

10.  What  is  the  first  species  of  irregularity,  to  which 
this  direction  has  reference  1 — the  second  ? 

11.  Ought  the  large  and  small  scholars  to  be  required 
to  obey  the  same  laws  in  school  1 

12.  What  is  the  next  direction  on  school  government  ? 

13.  What  is  said  of  the  practice  of  some  teachers  ? 

14.  What  must  this  course  lead  the  scholar  to  sup- 
pose 1 

15.  Of  what  is  the  master  in  great  danger  ? 

16.  Is  it  proper  to  excuse  the  scholar  from  trying  to 
do  what  the  teacher  directs,  because  he  says   he  don't 
know  how  ? 


QUESTIONS  ON  LECTURE  VII. 
1.  What  is  the  next  direction  on  government  1 


QUESTIONS.  153 

2.  Can  a  master  have  the  same  feelings  towards  a 
good  and  a  bad  scholar,? 

3.  Ought  this  to  effect  his  government? 

4.  Is  a  complaint  of  partiality  in  school  very  common  ? 

5.  Is  it  often  too  well  founded  ? 

6.  What  will  be  the  effect  of  partiality  if  it  exist  ? 

7.  What  is  the  last  direction  on  governing  a  school  ? 

8.  Ought  the  teacher  to  direct  the  amusements  and 
play  of  a  school  ? 

9.  What  amusements  ought  to  be  prohibited  ? 

10.  What  other  subject  is  mentioned  ? 

11.  Is  it    commendable   for  the   teacher  to  assume  a 
lordly  or  commanding^  mode  in  addressing  his  scholars  ? 

12.  What  effect  does  this  mode  of  speaking  to  scholars 
have  upon  them  in  their  intercourse  with  each  other  ? 

13.  What   general  rule,   for  speaking  to  a  scholar,  is 
given  ? 

14.  How  may  scholars  most  easily  be  led  to  speak 
kindly  to  each  other  ? 

15.  Is  the  dignity  of  a  person  lessened  by  adopting  a 
kind  and  affectionate  mode  of  speaking  to  inferiors  ? 

16.  Is   the  same  mode  recommended,  even   when  a 
scholar  is  to  be  called  to  an  account  for  improper  con- 
duct 7 

17.  Is  it  wrong  to  be  hasty  in  believing  a  scholar  has 
done  wrong,  or  in  accusing  him  ? 

18.  What  is  a  principle  in  law  ? 

19.  Is  it  a  proper  mode  to  make  inquiry  for  evidence 
to  prove   the    scholar   innocent,   when   a   complaint  is 
brought  against  him  ? 

20.  What  is  the  second  direction  ? 

$1.  What  ought  to  be  the  first  object  with  the  master, 
when  the  scholar  has  done  wrong  ? 

22.  Why  is  it  considered  better  to  defer  punishing  a 
fault  for  a  season  ? 

23.  What  is  the  third  direction  on  the  subject  of  pun,- 
ishment  ? 

24.  Do  you  think  this  is  a  reasonable  direction  ? 

25.  What  modes  of  punishment  are  recommend  ed  ? 

26.  What  should  be  the  last  resort  in  choosing  a  mode 
of  punishing  ? 


154  QUESTIONS 

•-27.  What  is  the  fourth  direction  in  regard  to  punish- 
ment ? 

28.  May  rewards  ever  be  serviceable  1 

29.  Should  they  be  promised  1 

30.  For  what  ought  they  to  be  given,  if  ever  employed? 


QUESTIONS  ON  LECTURE  VIII. 

1.  Is  the  general  management  of  schools  highly  im- 
portant ? 

2.  What  is  the  first  direction  on  the  subject  ? 

3.  What  is  the  second  ? 

4.  Can  much  be  accomplished  without  system  ? 

5.  What  must  be  observed  in  order  to  have  a  system  1 

6.  What  story  is  told  to  illustrate  the  importance  of 
attempting  to  do  but  one  thing  at  a  time  1 

7.  What  is  the  third  direction  7 

8.  What  is  the  fourth  direction  ? 

9.  What  has  been  the  practice  of  some  instructers  ? 

10.  Can  a  teacher  be  justified  in  pursuing  this  course  ? 

11.  What  subject  ought  to  receive  the  greatest  share 
of  attention  1 

12.  What  does  the  Author  consider  the  best  rule  in  di- 
recting the  studies  of  scholars  ? 

13.  What  is  recommended  as  soon  as  a  child  can  read  ? 

14.  How  should   a  child  be  taught  the  meaning    of 
words  ? 

15.  To  what  should  great  attention  be  paid  ? 

16.  Can  children  very  early  understand  the  first  prin- 
ciples of  arithmetic  1 

17.  WThat  is  said  of  geography  ? 

18.  What  study  may  next  claim  attention  ? 

19.  What  remarks  are  made  on  the  study  pf  grammar? 


QUESTIONS  ON  LECTURE  IX. 

1.  Is  the  manner  of  teaching  of  very  great  importance  ? 

2.  Against  what  should  the  teacher  guard  1 


QUESTIONS.  155 

3.  What  should  be  the  first  object  in  teaching  I 

4.  Why  is  this  necessary  ? 

5.  What  is  a  common  fault  with  teachers  ? 

6.  What  is  the  second  direction  in  regard  to  teaching  ? 

7.  What  story  is  told  to  illustrate  the  importance   of 
this  direction  ? 

8.  Against  what  should  the  instructer  guard  ? 

9.  What  objects  should  be  used  for  the  purposes  of  il- 
lustration 1 

10.  Was  the  teacher  judicious  in  the  mode  taken  to  assist 
James  to  understand  his  map  1 

11.  What  is  the  third  direction  given  1 

12.  If  the  scholars  are  not  pleased  with  their  studies, 
what  is  the  reason  1 

13.  How  should  teachers  and  parents  speak  of  study 
before  children  ? 

14.  What  is  said  of  the  school  of  Pestalozzi  ? 

15.  How    can    studies   be   rendered   interesting   and 
pleasant  ? 

16.  What  remarks  are  made  on  teaching  how  to  spell? 

17.  What  error  is  mentioned  on  the  part  of  the  in- 
structer ? 

18.  How  do  many  teachers  pronounce  words  to  a  class? 

19.  What  rule  is  given  for  pronouncing  words  to  be 
spelled  by  a  class  ? 

20.  What  is  the  first  direction  on  teaching  scholars  to 
read  ? 

21.  What  is  the  second  ? 

22.  Do  you  consider  this  important  ? 

23.  What  mode  is  recommended  to  insure  distinctness 
in  reading  ? 

24.  What  is  the  third  direction  ? 

25.  To  what  should  particular  attention  be  paid  ? 

26.  What  is  the  fourth  direction  ? 

27.  What  is  the  fifth  ? 

28.  Are  these  important  1 


QUESTIONS  ON  LECTURE  X. 
1.  When  may  the  child  b^'ia  *•-*  learn  arithnSetic  \ 


156  QUESTIONS. 

2.  In  teaching  written  arithmetic,  what  should  be  the 
first  object  1 

3.  May  a  scholar  perform  all  the  given  operations  in 
arithmetic,  and  yet  not  understand  it  1 

4.  How  is  it  best  to  commence  with  scholars  whether 
they  are  beginners  or  not  ? 

5.  What  mode  should  be  adopted  in  assisting  a  schol- 
ar ? 

6.  By  what  example  is  this  illustrated  1 

7.  Is  it  important  to  go  over  every  rule,   as  in  the  in- 
stance given  ? 

8.  What  course  should  the  teacher  adopt  with  a  class 
before  calling  on  them  to  recite  a  rule  ? 

9.  What  benefit  will  result  from  it  to  the  scholar  ? 

10.  What  is  the  common  mode  of  teaching  geography  1 

11.  Is  this  a  natural  mode  ? 

12.  What  is  the  first  direction  for  teaching  geography? 

13.  What  is  the  first  direction,  where  such  a  mode  is 
not  practicable  ? 

14.  What  is  the  second  ? 

15.  What  is  the  third  ? 

16.  Will  scholars  be  interested  in  this  mode  ? 

17.  What  exercise  is  recommended  in  the  fourth  place? 

18.  What  proves  that  the  common  mode  of  teaching 
grammar  is  not  a  good  one  ? 

19.  What  is  that  mode  ? 

20.  To  what  parts  of  grammar  is  the  chief  attention 
usually  paid  ? 

21.  What  is  the  first  direction  given  ? 

22.  What  is  the  second? 

23.  What  is  the  third  ? 

24.  What  exercise  should  be  continued  ? 

25.  What  is  recommended  ? 

26.  Does  the  Author  consider  writing  as  properly  be- 
longing to  the  subjects  of  attention  at  a  district  school? 

27.  What  is  the  first  direction  ? 

28.  What  is  the  second  ? 

29.  What  is  the  third  ? 

30.  What  will  be  prevented  by  pursuing  this  mode  ? 

31.  What  is  the  fourth  direction  ? 

32.  How  is  it  recommended  to  begin  witn  a  class  in 
teaching  history  ? 


QUESTIONS.  157 

33.  After  these  lessons,  how  is  it  proposed  to  proceed  ? 

34.  How  may  a  connected  historical  view  be  obtained 
in  this  way? 

35.  What  may  be  a  first  lesson? 

36.  What  questions  may  be  asked  upon  it  ? 

37.  What  other  lessons  in  their  course  are  mentioned  ?* 

38.  What  will  be  the  result  of  pursuing  such  a  course 
in  teaching  History  ? 


QUESTIONS  ON  LECTURE  XL 

1.  What  is  a  subject  of  great  importance,  to  be  intro- 
duced into  district  schools  ? 

2.  Why  is  composition  necessary  ? 

3.  Does  writing  composition  have  a  good  effect  in  dis- 
ciplining the  mind  ? 

4.  What  is  sometimes  the  effect  of  neglecting  it  in 
common  schools  ? 

5.  What  is  the  first  direction  on  teaching  composi- 
tion. 

6.  What  has  been  found  a  useful  mode  of  commencing 
with  a  class  ? 

7.  What  is  next  recommended  ? 

8.  What  will  be  one  benefit  of  this  mode  ? 

9.  Is  it  better  to  give  subjects,  than  to  let  scholars  se- 
lect for  themselves  ? 

10.  What  subjects  are  commonly  selected  by  scholars  ? 

11.  Are  these  easy  to  write  upon  ? 

12.  What  should  be  kept  in  view  in  selecting  subjects 
for  composition  ? 

13.  What  should  the  teacher  recommend  to  scholars  ? 

14.  What  benefit  will  result  from  this  ? 

15.  Besides  composition,  what  is  important  ? 

16.  Why  ought  they  to  be  taught   something  of  moral 
philosophy  ? 

17.  Ought  every  one  to  have  some  acquaintance  with 
natural  philosophy  and  chemistry  ? 

18.  What  is  the  next  direction  given  ? 

19.  Why  should  opportunities,  which  occur,  that  pro- 
*  14 


158  QUESTION* 

duce  considerable  excitement  of  mind,  be  improved   for 
making  lasting  impressions  on  the  minds  of  scholars  ? 

20.  What  is  the  first  illustration  ? 

21.  What  is  the  second  story  designed  to  illustrate 
what  the  Author  means  ? 


QUESTIONS  ON  LECTURE  XII. 

1.  What  inducements  should  be  made  use  of,  to  excite 
the  attention  and  promote  application  to  study  ? 

2.  What  does  emulation  mean  1 

3.  What  does  ambition  mean  ? 

4.  Is  ambition  ever  used  in  a  different  sense  ? 

5.  How  will  the  Author  use  the  terms  1 

6.  With  what  is  emulation  connected  ? 

7.  With  what  secondly  connected  ? 

8.  What  does  Plato  call  emulation  ? 

9.  What  is  it  better  to  call  it  ? 

10.  From  what,  first,  is  emulation  distinct  ?  secondly  ? 
thirdly  ? 

11.  What  is  the  conclusion  on  emulation  as  an  induce- 
ment to  study  ?     For  what  does  it  lay  the  foundation  ? 

12.  What  is  a  proper  subject  to  be  made  use  of  as  an 
inducement  to  study  1  second  ?  third  ?  fourth  ? 

13.  Are  scholars  under  obligation  to  themselves  to 
make    a   proper   improvement  of  their  time  ?    to  their 
teachers  ?  to  their  parents  1  to  their  country  ?  to  their 
Maker  ? 

14.  What  is  recommended  to  teachers  ? 


QUESTIONS  ON  LECTURE  XIII. 

1.  What  is  the  subject  of  this  Lecture  ? 

2.  What  is  said  with  regard  to  the  spirit  of  improve- 
ment ? 

3.  What  encouragement  does  the  success  of  self-made 
men  furnish  to  us  ? 


QUESTIONS.  159 

4.  What  story  is  told  to  illustrate  the  course  the  in- 
stracter  should  pursue  1 

5.  What  is  first  recommended,  after  the  teacher  has 
obtained  attention  to  order  7 

6.  What  is  recommended  for  a  first  exercise  1 

7.  What  may  be  done  the  next  evening  1 

8.  Mention  each  direction  in  course. 

9.  Whom  should  you  engage  to  give  lectures  to  your 
school-Lyceum  ? 

10.  In  what  exercises  may  female  members  engage  ? 

11.  What  other  studies  are  recommended? 

12.  How  may  teachers  confer  important  benefit  on 
the  neighborhood  ? 

13.  What  does  the  Author  say  about  light  reading  ? 

14.  To  what  must  the  teacher  adapt  his  mode  of  oper- 
ations ? 

15.  What  are  the  Author's  concluding  remarks  7 


NOTE. — Questions  on  Lecture  XIV  and  XV  are  not  impor- 
tant, and  are  not  given.  To  the  last  Lecture,  instructers  are 
requested  to  give  particular  attention. 


ABSTRACT    OF   A    LECTURE 

UPON    THE 

'DUTIES  OF  SCHOOL   COMMITTEES:', 

DELIVERED   BEFORE    THE 

AMERICAN  INSTITUTE  OF   INSTRUCTION   IN  BOSTON, 
AUGUST,  1832. 


BY   WILLIAM    B.    CALHOUN. 


EACH  Town  in  Massachusetts  is  required,  at  its  annu- 
al meeting,  to  choose  by  ballot  a  School  Committee,  who 
shall  have  the  general  charge  and  superintendence  of  all 
the  public  schools. 

The  leading  duties  of  this  Committee  are  three  fold  : 

They  are  to  require  full  and  satisfactory  evidence  of 
the  good  moral  character  of  all  instructers  employed  in 
the  public  schools. 

They  are  to  satisfy  themselves,  by  personal  examina- 
tion or  otherwise,  of  the  literary  qualifications  of  the  in- 
structers. 

And  they  must  be  assured,  that  the  instructers  possess 
a  capacity  for  the  government  of  schools. 

The  subsidiary  duties  of  the  Committee  are, 

To  direct  and  determine  the  class-books  to  be  used  in 
the  respective  classes  in  all  the  schools  kept  in  the  town, 

To  determine  the  number  and  qualifications  of  the 
scholars  to  be  admitted  into  the  school  kept  for  the  use 
of  the  whole  town, 

And  to  visit  all  the  schools  regularly  and  systemati- 
cally. 

They  are  required  to  visit  the  town  school  at  least 
qu  ater-yearly,  and  each  of  the  district  schools  during  the 
first  and  last  two  weeks  of  the  term. 


SCHOOL-COMMITTEES.  161 

They  must  also  visit  all  the  schools,  once  in  each 
month,  without  giving  previous  notice  to  the  instructors- 

The  purpose,  in  visiting  the  schools,  as  laid  down  in 
the  law,  is, 

To  make  a  careful  examination  thereof: 

To  see  that  the  scholars  are  properly  supplied  with 
books: 

To  inquire  into  the  regulation  and  discipline  of  the 
schools: 

And  to  be  satisfied  as  to  the  proficiency  and  habits  of 
the  pupils  therein. 

Finally,  the  Committee  are  required  annually  to  make 
a  report  to  the  Secretary  of  the  Commonwealth,  setting 
forth,  distinctly,  the  following  particulars : 

The  amount  paid  for  public  instruction  annually : 

The  number  of  public  school  districts : 

The  aggregate  time  of  keeping  schools  during  the  year: 

The  whole  number  of  pupils  attending  the  schools  : 

The  number  of  Academies  and  private  schools,  and 
of  pupils  therein,  with  the  estimated  amount  of  compen- 
sation to  the  Instructers  : 

The  number  of  persons,  over  fourteen  years  of  age 
and  under  twenty-one^  unable  to  read  and  write. 

Such  is  a  condensed  view  of  the  whole  duty  of  School 
Committees.  The  importance  of  the  duties  thus  sketch- 
ed cannot  easily  be  over-rated.  Upon  the  faithful  and 
independent  discharge  of  them  essentially  depends  the 
character  of  our  public  schools.  Towns,  therefore,  should 
be  exceedingly  cautious  and  discriminating  in  the  selec- 
tion of  their  School-Committees.  The  single  considera- 
tion should  be,  the  fitness  of  the  individuals  for  the  per- 
formance of  the  duties  required.  Nothing  of  a  local, 
sectarian,  or  partizan  character  should  be  countenanced 
for  a  moment. 

A  School-Committee  is  invested,  rightfully  and  neces- 
sarily so,  with  very  considerable  power.  They  who 
compose  it,  therefore,  should  be  men  of  prudence,  dis- 
crimination, sagacity,  and  firmness,  in  addition  to  their 
being  well  qualified  intellectually. 

They  should  have  a  sound  knowledge  of  the  various 
systems  of  common  school   education.     Sensible   of  the 
14* 


16*2  LECTURE    TO 

deficiencies  which  have  heretofore  prevailed,  they  should 
be  intimate  with  the  improvements,  which  wise  and  ju- 
dicious men  have  introduced  of  late  years.  In  a  special 
manner  should  they  keep  in  view  the  pervading  and 
all-important  distinction,  that  the  great  object  of  every 
true  system  of  education  is,  to  discipline  the  mind  and 
to  communicate  ideas. 

In  former  years,  it  has  been  deemed  sufficient  to  fill 
the  mind  with  a  knowledge  of  icords.  The  child  has 
been  taught  to  spell  and  to  read  words,  and  to  store  them 
up  in  the  memory,  without  attaching  any  meaning  to 
them.  And  thus  has  the  great  fact  been  utterly  disre- 
garded, that  the  memory  is  to  be  improved  mainly  by 
enlightning  the  mind. 

A  wise  Committee,  therefore,  will  see  to  it,  that  no 
scheme  of  education  is  admitted  into  the  schools,  which 
is  not  based  upon  the  ground-work  now  stated.  Ideas 
must  be  conveyed  to  the  mind,  adapted  to  its  gradual 
expansion,  in  order,  even,  that  words  may  make  a  secure 
lodgement  in  the  memory — and  certainly,  in  order  that 
all  the  powers  may  gain  strength,  and  be  properly  disci- 
plined and  matured. 

This  is  to  be  regarded  as  the  rule,  to  which  the  atten- 
tion of  School-Committees  should  invariably  be  directed, 
and  by  which  they  should  be  guided,  in  the  performance 
of  their  duty. 

If,  upon  examination  they  find  a  school  teacher  defi- 
cient in  the  capability  set  forth  in  this  rule,  they  may  rest 
assured,  that  he  is  essentially  and  radically  deficient,  and 
that  his  presence  will  only  be  a  dead  weight  upon  a 
school. 

So,  if  they  find  an  elementary  book,  in  any  of  the 
ordinary  branches  of  instruction,  deficient,  on  the  applica- 
tion of  the  same  rule,  their  only  course  will  be,  to  re- 
ject it. 

And  if,  upon  visiting  a  school,  they  satisfy  themselves, 
that  this  movino  power  is  wanting,  to  keep  the  machine- 
ry of  instruction  in  operation,  they  may  rely  upon  it 
ti.at  such  a  school  will  be  entirely  unavailable. 

This  in  a  word,  is  a  test-rule.  And  it  is  far  better  to 
have  one  such  rule,  by  which  every  tiling  may  be  tried, 


SCHOOL-COMMITTEES  163 

than  to  run  the  hazard  of  producing  irretrievable  eonfu* 
'  sion  in  the  minds  of  Committees,  by  spreading  out  this 
very  rule  or  its  substance  into  an  endless  variety  of  dis~ 
tinctions. 

If  School-Committees  in  all  our  towns,  being  duly  and 
amply  qualified  for  the  purpose,  should  uniformly  act 
upon  the  spirit  of  this  rule,  conforming  rigidly  to  its  re- 
quirements, an  entire  and  most  fortunate  revolution 
would  be  the  consequence  in  the  whole  system  of  educa- 
tion. Without  a  constant  and  efficient  supervision,  on 
the  part  of  School-Cemmittees,  no  system  will  ever 
answer  the  purpose,  or  produce  practical  and  useful 
results.  Committees,  therefore,  should  be  acquainted 
with  the  business  and  principles  of  education,  in  all  their 
simplicity  and  directness. 

In  the  examination  of  candidates  for  teachers — so  far 
as  their  moral  character  is  concerned — no  definite  rule 
can  be  given.  It  is  an  inquiry,  however,  of  the  deepest 
moment.  No  Committee,  of  sound  principles  and  con- 
scientious feelings  themselves,  will  ever  suffer  a  doubt  to 
remain  upon  their  minds  in  this  regard.  They  will  be 
satisfied,  that  the  instruction  of  the  young  is  entrusted 
not  merely  to  adequate  capacity,  but  to  pure  hearts. — 
The  usual  testimonial  is  a  certificate  of  moral  character 
from  gentlemen,  whose  standing  in  the  community  is 
known  to  be  abeve  reproach.  This  answers  the  purpose 
very  well  in  most  cases;  but  caution  is  always  necessary 
to  guard  against  imposition. 

The  inquiry  into  the  literary  qualifications  of  the  can- 
didate should  have  reference  not  merely  to  an  acquaint- 
ance with  the  usual  branches  of  study  in  the  schools,  but 
to  the  general  subject  and  objects  of  education,  and  par- 
ticularly to  facility  in  the  communicating  of  knowledge. 
The  test-rule,  already  adverted  to,  should  here  be  the 
unvarying  guide. 

It  is  not  sufficient,  that  the  candidate  be  well  educated 
himself;  he  should  know  intimately,  aptly,  and,  if  pos- 
sible, practically,  what  is  meant  by  educating  others. — 
He  must  be  able  to  convey  what  he  knows  into  the  minds 
of  his  pupils — to  teach  them  ideas — to  make  them  un- 
derstand what  is  presented  to  them.  A  satisfactory 


164  LECTURE    TO 

result,  in  regard  to  such  qualifications,  can  be  attained 
only  by  a  careful,  thorough,  and  faithful  examination 
personally. 

As  to  capacity  for  government,  it  is  impossible  to  lay 
down  any  uniform  rule  of  inquiry.  Some  idea  may  be 
formed  of  the  capacity  of  a  teacher  in  this  respect,  by 
obtaining  his  views  of  the  necessity  and  objects  of  disci- 
pline in  a  school.  These  however,  it  is  easily  seen,  may 
be  very  correct,  and  yet  the  teacher  be  entirely  unfit  for 
the  task  of  administration.  No  adequate  judgment  can 
be  formed,  until  he  is  seen  putting  his  maxims  in  prac- 
tice. Where  a  teacher  is  untried,  in  this  indispensable 
particular,  the  safest  course  for  a  School-Committee  will 
be,  to  give  him  a  certificate,  with  a  condition  annexed, 
that  it  shall  be  withdrawn,  if,  upon  personal  examination 
of  his  School,  it  shall  appear  that  he  is  deficient  in  good 
government. 

The  importance  of  a  Seminary  for  School  teachers, 
having  experimental  schools  of  every  description  attached 
to  it,  and  fully  embraced  in  the  system,  must,  in  refer- 
ence to  this  point,  be  obvious  at  once.  The  combination 
of  theory  and  practice,  upon  this  subject,  will  supply  a 
deficiency,  which  is  every  where  felt  most  seriously. — 
The  question,  concerning  the  best  mode  of  governing  a 
school,  is  at  the  present  time  occupying  the  thoughts  and 
attention  of  some  of  the  soundest  minds  in  the  commu- 
nity, and  is  full  of  the  deepest  interest.  School-Commit- 
tees should  be  almost  sensitive  in  regard  to  it :  for  they 
must  be  aware,  that  it  is  in  vain  to  look  for  usefelness  in 
a  School,  where  discipline  is  either  neglected  or  perverted. 

The  duty  of  visiting  the  Schools  is  equal  in  importance 
to  any  which  the  law  devolves  upon  Committees,  and 
should  be  discharged  faithfully  and  conscientiously. 
Committees  should  take  an  active  part  in  the  examination 
of  the  pupils,  and  be  certain,  at  each  visit,  to  obtain 
satisfactory  information  upon  all  the  points  set  forth  in 
the  law.  This  is  their  true  and  sufficient  directory. 

They  should  see  that  the  Scholars  are  properly  siippfi- 
ttt  tfffak  books.  Having,  under  another  branch  of  their 
duty  determined  what  cinss-books  .shall  boused,  they  are 
to  require  each  scholar  to  be  provided  with  them.  The 


SCHOOL-COMMITTEES.  *    165 

obligation  upon  Committees,  in  regard  to  this  matter,  is 
not  to  be  escaped  from.  No  room  is  left  for  doubt  or 
even  for  the  exercise  of  any  discretion.  The  require- 
ment is  distinct :  all  must  have  the  requisite  books.  And 
where  there  is  on  the  part  of  parents  or  masters,  an  in- 
ability to  procure  them,  they  are  to  be  furnished  at  the 
expense  of  the  town.  The  reasonableness  of  the  law 
upon  this  subject  needs  not  a  word  of  comment.  A 
School-Committee,  that  is  faithless  here,  is  culpably  and 
shamelessly  faithless,  and  stands  subjected  to  the  strong- 
est reprobation.  Books  are  the  tools  of  the  pupil ; 
without  them,  he  is  a  burden  upon  the  School. 

In  the  next  place,  the  regulation  and  discipline  of  the 
School  are  to  be  inquired  into.  This  duty  applies  to  all 
the  internal  arrangements  of  the  school-room,  so  far  as 
the  pupils  themselves  are  affected — involving  every  thing 
pertaining  to  classification  and  government.  In  these  re- 
spects, the  Committee  have  full  power.  The  formation 
of  classes  is  a  difficult  and  delicate  task.  Facility  in 
the  progress  of  instruction  .depends  upon  it  primarily 
and  essentially.  Whether  the  classes  shall  be  arranged 
according  to  the  arbitrary  distinction  of  age,  or  accord- 
ing to  attainments,  and  the  power  of  acquiring  knowl- 
edge— and  whether  they  shall  consist  of  pupils  of  each 
sex  separately,  or  of  both  sexes  indiscriminately — are 
nice  questions,  demanding  the  exercise  of  sound  judg- 
ment and  much  discretion,  on  the  part  of  School-Com- 
mittees. They  will  often  find  it  necessary  to  contend 
with  the  partialities  and  jealousies  of  parents,  and  not 
unfrequently  with  the  favoritism  of  teachers. 

The  attention  of  Committees  is  required  to  be  directed, 
again,  to  the  proficiency  and  habits  of  the  pupils.  This 
is  a  large  and  most  weighty  consideration.  Here  is  a 
wide  field,  for  one  who  means  to  observe  and  examine 
carefully,  honestly,  and  effectually.  It  covers  every 
thing  that  relates  to  the  intellectual  and  moral  being.  The 
Committee  ought  to  satisfy  themselves,  that  the  pupil  is 
doing  and. learning  all  which  he  ought  to  do  and  learn, 
in  order  to  insure  respectability  of  character  in  future 
life.  To  this  point  every  thing  must  tend.  Beyond  this 
the  provisions  of  the  law  do  not  seek  to  go.  And  this 


166  LECTURE   TO 

limit  has  been  established  most  wisely — the  use  of  all 
school-books,  and  of  course  all  instruction,  being  pro- 
hibited, which  may  be  calculated  to  favor  any  particular 
religious  sect  or  tenet.  Within  this  limit  a  Committee 
will  never  fail  to  find  enough  to  absorb  their  attention. 
In  the  prosecution  of  their  duty  under  this  head,  partic- 
ularly in  reference  to  the  proficiency  of  the  pupils,  their 
labors  will  be  much  abridged,  and  their  object  be  attain- 
ed with  great  directness,  by  following,  as  a  guide,  the 
test-rule,  which  has  already  been  commented  upon. 

A  remaining  duty  of  the  School-Committee  is,  to  make 
out,  and  transmit  annually  to  the  Government  of  the 
Commonwealth,  a  statement,  exhibiting  the  condition  of 
the  schools  in  certain  enumerated  particulars.  Every 
Committee,  that  feels  a  proper  interest  in  the  general 
subject  of  education,  will  fulfill  this  duty  with  alacrity. 
Where  there  is  a  want  of  ambition,  on  the  part  of  a 
Committee,  to  promote  sound  learning  within  its  special 
jurisdiction,  this  duty  will  always  be  neglected,  because 
the  performance  of  it  will  point  at  once  to  the  source  of 
a  meagre  exhibition,  and  slender  details. 

In  a  town,  disposed  to  be  parsimonious  and  disregard- 
ful  of  the  interests  of  school  education,  a  Committee, 
.  even  with  circumscribed  means,  may,  by  earnest  and 
anxious  efforts,  accomplish  so  much  afs  to  quicken  the 
ambition  and  raise  the  hopes  of  the  community,  and 
thereby  lead  to  competent  and  even  generous  appropria- 
tions. In  not  a  few  towns,  such  is  known  to  have  been 
the  result  of  zeal  well  directed  and  persevering.  Be  the 
discouragements,  therefore,  what  they  may,  let  Commit- 
tees do  their  whole  duty  faithfully,  and  their  reward  will 
be  neither  distant  nor  uncertain. 

In  addition  to  the  direct  requirements  of  the  law, 
School-Committees  can  do  very  much  to  advance  the 
great  objects  entrusted  to  their  care,  without  an  undue 
encroachment  upon  their  time.  They  may  exert  them- 
selves to  inspire  confidence  amongst  the  people  in  the 
operations  of  the  School  system,  to  instil  into  them  a 
higher  and  higher  degree  of  ardor  and  devotedness  in 
the. cause  of  general  education,  to  quiet  jealousies,  and 
to  prevent  those  acerbities  of  feeling,  which  will  show 


SCHOOL-COMMITTEES.  167 

themselves  in  the  best  ordered  communities,  even  in  ref- 
erence to  the  holiest  of  purposes. 

With  regard  to  School  teachers,  Committees  may  form 
associations  amongst  them,  to  meet  at  stated  periods,  for 
the  purpose  of  improving  themselves  in  the  business  and 
principles  of  education,  by  the  discussion  of  questions 
connected  therewith,  by  collating  the  experience  of  all, 
and  by  examining  theories  and  bringing  them  to  the  test 
of  experiment.  By  such  Associations,  zeal  will  neces- 
sarily be  quickened,  and  a  proper  ambition  be  kept  alive, 

With  a  view  to  the  same  result,  libraries  may  be  col- 
lected, consisting  of  books  upon  the  various  subjects  of 
education,  and  devoted  specifically  to  the  use  of  the 
teachers.  No  town,  that  paid  a  suitable  regard  to  its 
best  interests,  would  hesitate  to  appropriate  annually  an 
adequate  sum  of  money  for  the  increase  of  such  a 
library. 

In  these  and  similar  ways,  may  Committees  give  a 
tone  and  vigor  to  the  School  system  every  where,  and 
so  enhance  its  usefulness,  and  fix  it  the  more  deeply  in 
the  affections  of  the  people. 

The  duties  of  School-Committees  have  now  been  stated 
succinctly  and  plainly. 

How  are  these  duties  to  be  discharged? 

They  are  to  be  discharged  with  prudence. 

The  power,  granted  by  the  law  upon  this  subject,  is 
very  great.  Its  operation  is  upon  man,  standing  in  a 
large  variety  of  relations.  The  very  fact  of  its  being  an 
exercise  of  power,  sufficiently  indicates  the  necessity  of  . 
discretion  in  the  exercise  of  it,  if  beneficial  effects  are 
expected  therefrom.  Our  communities  are  of  very 
peculiar  structure;  they  are  full  of  conflicting  tenden- 
cies, and  are  easily  excited.  They  will  not  endure  any- 
thing arbitrary  or  dictatorial.  They  must  be  satisfied, 
not  only  that  great  good  is  to  be  accomplished,  but  also 
that  the  means  of  accomplishing  it  are  accordant,  and 
in  unison  with  their  feelings  and  sympathies.  By  a  dis- 
regard of  these  obvious  considerations,  and  by  an  indis- 
creet exercise  even  of  plainly  delegated  power,  the  very 
best  plans  have  frequently  been  defeated. 

Again,  sagacity  is  requisite  in  the  discharge  of  these 
duties, 


163  LECTURE,  &C. 

Iii  the  examination  of  candidates  for  teachers,  decep- 
tion and  imposition  are  sometimes  practiced.  Consid- 
erations of  friendship  and  local  attachments  too, -are 
often  pressed  unreservedly,  but  more  often  insidiously. 
Much  caution,-  therefore,  is  necessary,  lest  the  great  ob- 
ject be  lost  sight  of. 

Sagacity  however,  will  be  more  particularly  demanded 
in  the  selection  of  class-books.  In  this  book-making 
age — teeming,  every  day,  with  something  professing  to 
be  new — it  will  be  difficult,  without  extraordinary  care, 
to  do  justice  in  the  selection.  No  better  guide  can  be 
followed  than  the  test-rule,  before  laid  down. 

Discrimination,  in  the  discharge  of  these  duties,  will 
be  found  quite  as  important  as  prudence,  and  sagacity, 
and  is,  indeed,  an  indispensable  adjunct.  In  the  exami- 
nation of  teachers,  and  of  schools  also,  there  will  often 
be  pretenders  to  be  detected,  and  crafty  devices  to  be 
laid  bare.  In  the  distribution  of  rewards,  and  the  be- 
stowment  of  praise,  care  must  be  taken  not  to  lose  the 
end,  by  a  want  of  harmony  and  appropriateness  in  the 
means. 

Above  all,  firmness  will  contribute  more  than  all  el?e 
to  the  faithful  and  eifectual  discharge  of  these  duties. 
In  every  department  of  them,  from  the  beginning  to  the 
end,  firmness  will  be  found  absolutely  indispensable — 
that  firmness,  which  is  the  very  antipode  of  obstinacy  ; 
a  firmness,  uniformly  accompanied  by  prudence  and  a 
discriminating  sagacity. 

What  has  thus  been  offered,  upon  this  important  sub- 
ject is  intended  simply  as  an  outline  of  the  duties  of 
School-Committees.  From  these  hints,  a  judicious  Com- 
mittee will  easily  be  enabled  to  fill  up  the  outline,  and 
to  adapt  it  to  every  peculiarity  of  cirumstaix 


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BOSTON  K  \RY  SCHC 

HID  BOOK  roil  Ri,  D  SPELLING;   with 

,.:ie  as  is  ne 

A  SERIES  OF  READING  BOOKS,  by  R?  v.  JOHN  Pi  ERPONT 

].  THE  Yor.v.;  RK.  i.  .  PRODUCTION  101 

READK*  .  >  ATIONAL  Rt  ADER  ; 

lion  of:  .CAN  FIRST  CLASS  1 

which  is  un 
hich   they  NN  ere   desired  than    any  p 

^  eJy  in   the  Boston  Public 
•  England. 

't>(i  in  tlie  education  of  youth  must  fael  highly  indebted  to  .\\r.  Barker 
reprint  of  that  excellent  a: 

a  it  is  superior  to  most  of  ihe  collections  now  in  th;- 

SMITH'S    PRACTICAL   AND  MENTAL  ARITHMETIC.      To  which 

ok-keeping. 

Jin  :  the  Cube  Root  hnve 

prrcticr  on  the  slate.  *  *  _*  We  v.-ould  r»  coininend 
iie  i>ook,  tj  all  ..'nL.aing  good  theory  with 

-J.nirjiai  DJ   . 

SMITH'S  INTRODUCTORY  ARITHMETIC;    the  cc  LITTLE  FEDERAL 

CALC-LATOR,"  designed  to  go  before  the  slate,  and  to  prepare  for  it. 

WALSH'S  MERCANTILE  ARITHMETIC. 

FROST'S  ELEMENTS  OF  ENGLISH  GRAMMAR  ;  with  Exercises  in  Parsing. 
BLAKE' j  GEOGRAPHY  FOR  CHILDREN;    with  Maps  and  Cuts. 
THE  ACADEMICAL  SPEAKER;    i.  •  B.  .D.  EMERSON. 

"  Th-  irit,  of  unquestionable  moral  tendency, 

;ng  a  c  )iupi< 
tu  an  andie:>ce." — Education  Rei,' 

THE  POLITICAL  CLASS  Boo-;;    designed  to  instruct  the  higher 

!  of  Political  Porn  ; 

VOSE'S  ASTRONOMY  ; — For  Common  and  High  Schools.     New  work. 
THE  YOUNG  ASTRONOMER.     For  Schools.    By  S.  \Vorcc 
ELJ  P  GEOMETRY.    For  Schools.     By  T.  Walker. 

ELE31E\TS    OF    NATURAL    PHILOSOPHY.       By  F.  J.   Gl'Ulld. 

GOODRICH'S  HISTORY  OF  THE  U.  S. — Emerson's  Questionstodo. 

WHELPLLY'S  COMPEND  OF  HISTORY.  Emersoi 

PARLEY'S  FIRST  BOOK  orHisTOK   . — Second  do. 

PETER  PARLEY'S  TALES  ABOUT  ROME.     Ditto  GREE 

Bo  LOGY,  FOR  ScrcoLs. — Infant  School  Manual. 

LATIN   IV-.A-J-.R,  WITH  A   '  -y  S.  G.  WALKER. 

FT  By  D.  CLEAVET 

for  Schools.  By  M.  Walsh.— Child's  Botany. 

OF  THE  ES. — Sequel  to  do 

CHILD'S  HISTORY  OF  THE  STATES. 

AN  KL>  TREATISE  ON  GEOMETRY.     Bv  F.  J.  GRUND. 


